Microblogging with Padlet: Students’ New Writing Experience on A2–B1 Common European Framework of Reference for Languages (CEFR)

Siradj Kharis*, Martin Ebner, Primardiana Wijayati, Edy Hidayat, Lilis Afifah

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


This research work aims to answer the question, compared to conventional media, whether the use of Padlet as a microblogging platform can improve students' German writing skills for A2 - B1 level CEFR standard. Students in class A wrote with a conventional paper sheet. Meanwhile, students in class B wrote an essay writing assignment through the Padlet platform. The study took place in Malang, Indonesia and lasted for one semester. In summary, 45 students participated. The pre-test data indicated that there is no difference in the results of the pre-test in the control class and experiment class. The post-test scores were obtained from two writing assessments in both classes. The test results indicated the data value sig 0.326 in the ANOVA table, which means that there are no differences in the post-test results in the two classes. Thus, it was concluded that the use of Padlet in microblogging activities in writing did not affect the results of student writing scores. Nevertheless, the use of Padlet has not any disadvantages, whereas students get additional digital skills and respond additionally positively to the use of Padlet.

Original languageEnglish
Pages (from-to)176-187
Number of pages12
JournalInternational Journal of Emerging Technologies in Learning
Issue number1
Publication statusPublished - 19 Jan 2020


  • CEFR
  • German writing skills A2 - B1
  • Learning media
  • Microblogging

ASJC Scopus subject areas

  • Engineering(all)
  • Education

Fields of Expertise

  • Information, Communication & Computing

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