An Application of Padlet to English Reading at Three Reading Stages
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초록
The study investigated how Padlet can be used in EFL reading classes. The participants included 108 university students who registered for general English courses. They carried out different reading activities at the pre-, while-, and post-reading stages. Two research questions were formed as follows: The first question aimed at determining whether there is a significant difference between student levels in their perception of using Padlet at the three reading stages. The second question aimed to investigate the benefits and drawbacks of using Padlet at the three reading stages by their levels. The data gathered from the closed- and open-ended survey questions were analyzed and categorized according to student proficiency level. The findings revealed that the most useful reading stage did not appear at the student level when using Padlet. However, during the while-reading stage, in terms of sentence translation, lower-level students were less favorably-inclined as compared with higher-level students. The majority of students at both levels responded favorably regarding their use of Padlet, noting that it was useful for understanding reading passages and understanding the associated topics. However, they listed the drawbacks of its use as being time-consuming and frustrating in terms of technical issues. Pedagogical implications and future studies were discussed.
Abstract
The study investigated how Padlet can be used in EFL reading classes. The participants included 108 university students who registered for general English courses. They carried out different reading activities at the pre-, while-, and post-reading stages. Two research questions were formed as follows: The first question aimed at determining whether there is a significant difference between student levels in their perception of using Padlet at the three reading stages. The second question aimed to investigate the benefits and drawbacks of using Padlet at the three reading stages by their levels. The data gathered from the closed- and open-ended survey questions were analyzed and categorized according to student proficiency level. The findings revealed that the most useful reading stage did not appear at the student level when using Padlet. However, during the while-reading stage, in terms of sentence translation, lower-level students were less favorably-inclined as compared with higher-level students. The majority of students at both levels responded favorably regarding their use of Padlet, noting that it was useful for understanding reading passages and understanding the associated topics. However, they listed the drawbacks of its use as being time-consuming and frustrating in terms of technical issues. Pedagogical implications and future studies were discussed.
참고문헌 (27)
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