EXPLORING PADLET AS A DIGITAL BRAINSTORMING PLATFORM FOR DESCRIPTIVE WRITING IN ESP CLASROOMS OF INFORMATICS STUDENTS
DOI:
https://doi.org/10.32497/orbith.v21i3.7471Keywords:
Padlet, ESP, digital wall, brainstorm, writing, descriptive writing, mixed methodAbstract
This study investigates the use of Padlet as a digital brainstorming platform to support descriptive writing in English for Specific Purposes (ESP) classrooms among first-year Informatics Engineering students at Politeknik Negeri Semarang. Using a mixed-method design, the research analyzes both quantitative lexical patterns and qualitative socio-affective engagement emerging from 742 Padlet posts across five classes. The findings reveal that while facility-oriented expressions dominated students’ descriptions, learners also frequently incorporated affective and collaborative language, indicating a shift from object-based listing toward more evaluative and socially engaged writing. Qualitative analysis further shows the presence of humor, empathy, and multimodal creativity, demonstrating that Padlet fosters a positive, low-anxiety learning environment that encourages participation and interaction. The conclusion highlights that Padlet effectively enhances students’ autonomy, confidence, and collaborative skills through its asynchronous and multimodal affordances. Overall, the study concludes that Padlet serves as an impactful digital tool for improving descriptive writing, promoting learner-centered instruction, and strengthening socio-affective engagement within vocational ESP education.
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