The Effect of Using Padlet on Self-Regulation Skills of Omani University Students in English Classes 10.35781/1637-000-157-007

Abstract

Abstract
This quasi-experimental study investigates the cause-effect influence of Padlet, a collaborative Web-based tool on Self-Regulated Learning (SRL) behaviours among students pursuing English foundation courses in One of the public Omani universities. The study adopted pre-post-test experimental study in which an experimental group (n=21) was subjected to the use of Padlet-integrated pedagogies and a control group (n=21) was subjected to traditional instructions. Self-regulation was measured on the three dimensions of SRL which included cognitive, metacognitive and motivational. A two-way mixed-design ANOVA found statistically significant Time x Group interaction in each of the three variables, thus showing that Padlet utilisation was able to bring about quantifiable positive changes in each of the three domains of self-regulation. The estimates of effect sizes were high when it came to cognitive skills (η2 = 0.285) and moderate when it came to motivational skills (η2 = 0.236); the metacognitive domain showed a small effect (η2 = 0.100). Nevertheless, the results strongly justify Padlet as an effective teaching tool that can promote planning, time management, and emotional resiliency. The strong difference in effect-sizes of the cognitive/motivational and the metacognitive dimensions indicates additional instructional scaffolding and practice is obligatory in the development of higher-order regulatory processes. The study thus validates the priorities as expressed in the Oman Vision 2040 in regards to the proliferation of digital literacy and learners’ autonomy. Keywords: Padlet, self-regulated learning, cognitive skills, metacognition, technology-enhanced learning