Wells, G. (2000). Dialogic Inquiry in Education. Building on the Legacy of Vygotsky. In C. Lee, & P. Smagorinsky (Eds.), Vygostkian Perspectives on Literacy Research. Constructing Meaning through Collaborative Inquiry (pp. 51-85). Cambridge: Cambridge University Press.

has been cited by the following article:

• TITLE: Using Padlet for Collaborative Writing among ESL Learners

  AUTHORS: Aida Abdul Rashid, Melor Md Yunus, Wahiza Wahi

  KEYWORDS: Collaborative Learning and Writing, Padlet, Academic Writing, Lower Proficiency, ESL Learners

  JOURNAL NAME: Creative Education, Vol.10 No.3, March 29, 2019

  ABSTRACT: The lack of language skills among ESL learners could affect their ability to work collaboratively at the undergraduate level. This study looks at how collaborative writing in a language course could be enhanced by the use of an interactive on-line tool called Padlet. 87 participants taking a language course in a public university in Malaysia were involved in the research. The study was aimed to improve language and communication skills, increase motivation, lower anxiety and encourage students to become more autonomous. A series of tasks were designed using Padlet and carried out through the semester. Student’s posts and feedback in the form of a questionnaire were analysed. The findings showed that Padlet motivatesstudents to participate in class activities, lower anxiety, encourages interaction among class members and instructor,and improveslanguage accuracy through learning from peers. Padlet could be effectively used in an undergraduate course to facilitate collaborative writing among lower proficiency ESL learners.