PADLET BOARD IN TEACHING ENGLISH: AN ANALYSIS OF INTERNATIONAL EXPERIENCE
DOI:
https://doi.org/10.31110/2616-650X-vol12i7-002Keywords:
Padlet wall, Padlet chat, computer-assisted language learning, writing and reading, written feedback, New Ukrainian SchoolAbstract
The necessity of implementing online whiteboards in the initial process is substantiated. The functionality of the Padlet online board is considered. The advantages and disadvantages of the Padlet online board are indicated. It is mentioned that Padlet contributes to creating a friendly and collaborative learning environment. The types of learning activities in combination with Padlet are listed. The ‘wall’ function of the Padlet in learning new words in English lessons is investigated. The potential of Padlet in teaching English grammar is reviewed. It is indicated that Padlet contributes to developing skills in reading recount texts due to the function of ‘text distribution’, free of charge and diversity of the online board. It is shown that Padlet increases reading speed. It is noted that the teacher can provide direct feedback to students in real time. It is concluded that infographic tasks using Padlet make reading more interesting. The possibility of implementing product and process approaches to teaching traditional and virtual English written communication using Padlet is proven. The use of Padlet to improve writing skills is based on many language learning theories. It was found that writing in Padlet encourages learners to express their ideas more due to the anonymity of the mode. It is stated that Padlet can correspond to the four stages of the SAMR model - substitution, augmentation, modification, and redefinition. It has been found that Padlet can improve the content, organization, and mechanics of writing. It has been recorded that feedback using Padlet improves students' perception of the teacher's comments and suggestions. Seven principles of feedback practice are reproduced, and it is demonstrated that feedback via Padlet chat meets five of these principles. It is assumed that synchronous feedback via Padlet takes precedence over asynchronous feedback due to its time regulation. The conclusion is that the Padlet online whiteboard increases motivation to learn vocabulary and grammar and promotes the development of critical and creative thinking and writing, reading, and speaking skills.
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