Padlet App Uses in TESL: a Sri Lankan Experience

Abstract

Digital technology is found capable of playing a vital role in efforts to change from teacher-centeredness to student- centeredness in classroom management for TESL (Teaching English as a Second Language) by introducing autonomous learning strategies into the methodology followed. Therefore, integrating technology into TESL mechanisms is considered of paramount significance. In that context, Padlet is found usable as an efficient online app that can be used to boost active learning among students. Based on the results achieved in an experiment with a random group of 48 first-year Law undergraduates and 20 Computing freshmen at General Sir John Kotelawala Defence University who had been engaged in Padlet-based online learning activities in ESL for a period of four weeks, this paper analyses using SPSS 23.0 the data gathered in an online survey. Overall, the perceptions of the study population regarding the use of Padlet have been reported as positive. As revealed by the results, most of the participants (88.2%) were new to the use of Padlet app by the time it was introduced. Nearly, 79.4% of them identified that Padlet can make learning collaborative. In the meantime, 92.6% were convinced that Padlet is very influential in the process of knowledge sharing and 82.4% that it is a form of good motivation. Padlet has thus proven to be a very efficient tool in TESL. Hence, it is suggested here that it is important to include activities based on Padlet when designing curricula for teaching English as a second language.