Opportunities for Engagement
Enhancing Junior High School Students’ Writing Skills through Process Writing Approach and Teacher Feedback on Padlet View Digital Media
Paper Presentation in a Themed Session
Bo Yuan Deng,
Shane Donald
The widespread trend of mobile devices and the steady development of technology facilitate personalized learning and new knowledge acquisition outside of the classroom. Writing is a core subfield of language skills. However, Padlet, a platform for online writing, was only used for brainstorming in our previous studies. This study investigated the effectiveness and feasibility of writing tasks combined with the process writing approach (PWA) and teacher feedback using Padlet within the context of junior high students' writing improvement. Padlet leverages the merits of MALL, e.g., mobility and portability, integrating the Process Writing Approach (PWA) that emphasizes brainstorming, drafting, revising, and editing to enhance young learners’ writing skills. Students were given explicit instruction to understand the steps in the process writing approach (PWA), and data was consequently collected by pre- and post-assessments, questionnaires, and semi-structured interviews. Students’ writing productions were analyzed with the Wilcoxon Signed-Rank Test to assess the improvement and effectiveness in language appropriateness, i.e., grammatical mistakes, misspellings, and mechanical errors. Questionnaire and Interview data were analyzed via descriptive statistics and content analysis to evaluate how students perceived writing with the integration of PWA and feedback on Padlet. The results reveal that consistent use of Padlet significantly enhanced students’ writing skills by promoting deeper engagement with the writing process and revising by referring to teacher feedback, potentially increasing vocabulary size. This research contributes to the field of EFL education and L2 classrooms by providing feasible, technology-driven teaching and learning for writing training.
Featured Artificial Intelligence and Multimodal Pedagogy: A Synergistic Approach to ESL Writing
Paper Presentation in a Themed Session
Nurin Erdiani Binti Mhd Fadzil
The integration of technology in education has significantly transformed language learning, offering innovative approaches to enhance engagement and learning outcomes. This study focuses on designing, developing, and verifying a Multimodal Learning Framework for ESL academic writing classrooms, incorporating Artificial Intelligence (AI) to optimize pedagogy. Specifically, it is grounded in the Multiliteracies Framework (New London Group, 1996) and follows a Type 2 design and development methodology (Richey & Klein, 2009) through three phases: Framework Design, Development, and Evaluation. To establish a strong foundation, six key constructs were identified: Incorporating Technology, Aesthetic Value, Coherence, Contextual Signals, Integrating AI, and Typography. The AI construct was validated using the Fuzzy Delphi Method with 11 experts, achieving over 75% agreement. Following this, a pilot study with 43 students and an actual study with 283 students employed Rasch Model analysis, confirming the framework’s reliability. As a result, findings indicate AI-driven tools provide real-time feedback, enhance coherence, and support personalized learning. Furthermore, qualitative insights from focus group discussions revealed that students valued AI’s immediate feedback and multimodal elements, which catered to diverse learning styles. However, continuous refinement of AI algorithms is needed to ensure contextually relevant feedback. Given these findings, the study highlights the importance of aligning AI with pedagogical goals to enhance ESL instruction, particularly in Malaysia’s higher education context. In conclusion, this validated AI-integrated multimodal framework presents a transformative approach to ESL writing instruction. Future research should explore advanced AI capabilities, ensuring continued improvements in multimodal learning for ESL education.
