Analyzing Feedback Activities on Padlet in Recount Text Writing Based on Socio-Constructivism
Abstract
This study explores how digital feedback activities foster reflective and collaborative learning in a foreign language writing classroom. Using a qualitative case study approach, the research involved 17 high school students who actively engaged in writing and feedback exchanges through the Padlet platform. To get more in-depth information, Data were collected through documentation of students’ written work and their interactions on Padlet, supported by semi-structured interviews to gain insights into their experiences. The findings reveal that students provided comments addressing both technical and content-related aspects, including sentence structure, verb tense usage, and coherence. These interactions created opportunities for meaning negotiation and peer support. Interviews confirmed that feedback engagement enhanced linguistic awareness and learning motivation, although some students experienced anxiety when giving or receiving critical responses. The results emphasize the teacher’s role in facilitating constructive and supportive feedback practices. This study suggests that digital platforms can serve as effective tools for implementing socially interactive, collaborative writing instruction.
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