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dc.contributor.authorNguyen Thi Hong Nhungen_US
dc.description.abstractOf the four basic language skills, writing seems to be the most difficult skill for learners to acquire. According to Richard and Renandya’ (2002) study, most of the participants struggled with writing since they had to create, organize ideas, and interpret them into comprehensible sentences. During the outbreak of Covid-19, the interaction between teachers and students was on the decline, which caused many problems for the two parties. In today’s world, the proliferation of technology brings many benefits to language learners; however, it is difficult to keep them motivated and engaged in lessons without a teacher’s physical presence. Hence, teachers must employ interactive virtual tools to monitor students’ progress and provide feedback to keep them interested. Hence, this case study presents Padlet, an interactive tool, to analyze how writing skill could be improved. The aims of this study are to investigate the effectiveness of using Padlet in the English course as well as the problems that students had to deal with. Moreover, the author aimed to find out the students’ attitudes towards Padlet after the course. The subjects of this research were 26 first–year non-English majors at the Academy of Journalism and Communication (AJC). Two sets of questionnaires, the assessment of students’ writing, and semi-structured interviews were employed to evaluate their writing performance and their opinions after the course. The results reveal that the respondents had positive responses towards Padlet.en_US
dc.publisherUEH Publishing Houseen_US
dc.relation.ispartofThe Proceedings of the second international conference on Applied Linguistics and Language Education 2022: Reconnecting and Thriving in the new normalen_US
dc.subjectWriting skillen_US
dc.subjectInteractive toolen_US
dc.titleUse of Padlet as a technological tool to improve non – English majored students’ writing skillen_US
dc.typeConference Paperen_US
item.openairetypeConference Paper-
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