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Article

Exploring the Impact of Web 2.0 Tools on 21st Century Skills of EFL Learners in Pakistan

by
Malissa Maria Mahmud
1,
Tehreem Fatima
2,*,
Tahira Anwar Lashari
2 and
Zahra Waheed
2
1
Professional and Continuing Education (PACE), Sunway University, Petaling Jaya 47500, Malaysia
2
School of Electrical Engineering and Computer Sciences, National University of Sciences & Technology (NUST), Islamabad 44000, Pakistan
*
Author to whom correspondence should be addressed.
Educ. Sci. 2023, 13(4), 384; https://doi.org/10.3390/educsci13040384
Submission received: 24 January 2023 / Revised: 6 February 2023 / Accepted: 10 February 2023 / Published: 11 April 2023
Versions Notes

Abstract

:
In today’s globalized world, 21st century skills, such as communication and collaboration, are essential for success. For EFL (English as a foreign language) learners in Pakistan, acquiring these skills can be challenging due to the unique linguistic and cultural barriers they face. Web 2.0 tools, such as Padlet, can provide a platform for EFL learners to improve their communication and collaboration skills in a collaborative and engaging manner. The present study explores the potential of using Padlet to improve the 21st century skills of EFL learners in Pakistan. A quasi-experiment is conducted to compare the effectiveness of using Padlet versus traditional language-learning methods to improve EFL learners’ communication and collaboration skills. Learners’ perceptions of using Padlet in a collaborative learning context are also investigated. The findings indicated that the use of Padlet has a significant and positive effect on learners’ collaboration and communication skills, and that learners have a positive perception of using this tool in a collaborative learning context. The study provides preliminary and context-specific novel insights for language educators and learners on the potential of using Padlet to enhance the 21st century skills of EFL learners in Pakistan.

1. Introduction

The technology-oriented, globally integrated 21st century has shifted the focus of employability skills towards a cluster of interpersonal and teamwork skills. A workforce equipped with 21st century skills is considered paramount in the knowledge economy. The substantial impact these competencies may have on a graduate’s chances of finding employment is supported by a vast body of research and literature [1,2]. The skills demanded by modern employers are creativity, logical reasoning, teamwork, decision making, and self-empowering behaviors [3,4,5].
In contrast to basic academic skills or technical knowledge, soft skills have become a prerequisite for job readiness and career advancement in the modern workplace of the 21st century [6]. These 21st century soft skills are described as attributes, character traits, and knowledge of the self and one’s surroundings; these are the distinctive capabilities to transform a person into a leader or a facilitator [7,8]. These non-academic traits are perceived as essential and are vital to be incorporated into learning across all subjects [9]. Therefore, learning a foreign language in today’s world is far more than acquiring the knowledge of vocabulary and grammatical rules, because the ability to communicate effectively to collaborate with others in a foreign language is essential for success in a globalized world. The same rule applies to learning English as a foreign language, because English is the most widely spoken language in the global context. Effective communication and collaboration for EFL learners are increasingly recognized as fundamental for success in various fields, from education to the workforce, in the 21st century.
EFL learners need to feel empowered to use language as their most potent weapon to network, communicate globally, collaborate on projects for career advancement, and find meaningful employment opportunities. However, many soft skills are ignored while learning a language in a traditional setting. Subjective evaluation of this expertise has yet to be given any importance, and this lack of equality in the evaluation of skills deprives learners of many opportunities. The reason for this is that higher education is soulfully focused on technical skills rather than 21st century soft skills, causing learners to lag behind in an ever-changing world [10,11]. The 21st century economy emphasizes collaboration and communication skills, but there is a lack of pedagogical practices to incorporate these skills in learners.
There is no dispute that interpersonal communication and collaborative skills are the need of the hour in order to be able to interact globally. Researchers have pointed to the societal issue of the scarcity of these skills in the English language in academic settings, specifically in Asian countries [12]. For instance, EFL learners in Pakistan face unique challenges in acquiring effective communication and collaboration skills. These challenges are often rooted in the linguistic and cultural differences between English and the learners’ first language and the need for opportunities for learners to practice and develop these skills collaboratively and engagingly. More may be needed than traditional language-learning methods, such as textbook-based instruction and teacher-centered lectures, to address these challenges and help learners develop their communicative and collaborative skills. There is a need to restructure the system to develop 21st century skills among EFL learners. Therefore, EFL learners need a collaborative learning environment to foster these required skills. Additionally, with the advent of advanced technologies, educational trends are being revolutionized, and the use of online collaborative tools to enhance a collaborative learning environment is gaining popularity in the language context [13]. In the case of language acquisition, collaborative learning with technology allows students to engage and collaborate while working toward a common goal. Students perform better in groups, regardless of their diverse linguistic abilities or personalities [14].
Web-enhanced learning for EFL results in collaborative learning [15]. Learners are focused on tech-based settings to develop their learning and innovation skills, because they are digital-age individuals who are familiar with technologies [16]. Several collaborative tools, e.g., blogs, Google Docs, Kahoot, and Padlet, have been employed in language learning [17,18]. The use of a meaningful Web 2.0 tool such as Padlet can positively impact the communication and collaboration skills of EFL learners. Padlet is a simple and user-friendly Web 2.0 tool that allows users to create and share virtual bulletin boards. It can be used to facilitate discussions and collaboration among learners, allowing them to share their thoughts, ideas, and questions in real time.
Despite the widespread awareness of the capacity for online collaborative tools in general, and Padlet specifically, to enhance the collaborative learning environment for EFL learners, there is a lack of research on the effectiveness of using Padlet to improve the 21st century skills of EFL learners in the South Asian context. The present study aims to address this issue by examining the potential of using Padlet to enhance EFL learners’ 21st century skills (communication and collaboration) in Pakistan. By conducting an experiment and investigating learners’ perceptions of using this tool, the study aims to provide valuable insights for language educators and learners on the potential benefits and limitations of using Padlet to support the development of learners’ 21st century skills in South Asian contexts.
This study contributes to the existing literature on Web 2.0 tools in language education by providing empirical evidence on using Padlet to improve EFL learners’ communication and collaboration skills in Pakistan. The findings shed light on the potential benefits and limitations of using Padlet in a language-learning context. The study focuses on broader discourse on 21st century skills, such as communication and collaboration, and the role of technology in facilitating the development of these skills. The findings provide evidence of the potential of using Web 2.0 tools, such as Padlet, to support learners in acquiring these skills, which are essential for success in a globalized world. Furthermore, the study contributes to the ongoing debate on the role of technology in education and its potential to support the development of 21st century skills in learners.
In essence, the present study addresses the following research questions:
  • What is the effect of using Padlet on the collaboration skills of EFL learners?
  • What is the effect of using Padlet on the communication skills of EFL learners?
  • What are EFL learners’ perceptions towards using Padlet in a collaborative learning environment?

2. Literature Review

The study’s theoretical framework is derived from the social constructivist learning theory proposed by Vygotsky [19]. The active construction of knowledge characterizes the constructivist learning theory through negotiation, collaboration, and interaction based on students’ prior learning experiences. Collaboration is crucial for students and is believed to help them to achieve higher levels of thinking and to retain information for more extended periods than solitary learning [20,21]. Students can build relationships by working in groups to complete project assignments [22]. In a collaborative learning environment, students are placed in situations requiring them to work in groups to achieve a common learning objective. Schrage states that collaboration leads to the creation of new knowledge [23]. Collaboration creates shared understanding and knowledge. The effectiveness of collaborative learning, keeping the group’s heterogeneity and individual prerequisites in mind, has been the focus of conventional research on collaborative learning [24].
Many researchers have previously tried to understand how EFL learners interact to co-create knowledge and negotiate meanings to enhance their communicative skills in the target language [25,26]. The importance of collaborative learning becomes prominent in learning a foreign language (e.g., English), because language is a medium of social exchange of ideas. Language learning involves active interaction between learners [26]. With the rise of digital trends and the redefinition of workplaces due to technological disruption, researchers have investigated how EFL learners can be prepared to meet the challenges of contemporary workplaces by acquiring 21st century skills, such as communication and collaboration [27].
Learning frameworks to enrich the comprehensiveness of education have been proposed by researchers, including a framework for 21st century learning, which describes the skills needed by learners to be successful in a complex, diverse, and global workplace [3,28,29]. Many skills across life, career, and technology categories were found to be relevant for learners to compete in modern society. However, the 4C skills [30] of the 21st century, “creativity, collaboration, communication, and critical thinking,” have attracted the attention of many researchers, as they remain at the core of learning and innovation skills [31,32]. A study conducted by Varghese and Musthafa proposed that the common core state standards of communication, collaboration, and creativity must be integrated into classrooms to ensure that learners are prepared for 21st century challenges [33]. Similarly, Rahmatullah et al. found that communication and collaboration skills are essential in embracing industry 4.0 trends [34]. It is possible to be successful in today’s expertise era with the help of effective collaboration and communication, where knowledge can often be combined in new ways to solve problems [20].
Researchers have emphasized the role of technology in acquiring 4C skills; for example, the “Partnership for 21st Century Skills” adopted a clear stance on an epistemology that combines collaborative theory with current technology [13]. The global rise in the use of technology in higher education has assisted in the active construction of knowledge via technology-supported collaborative learning [35]. Su and Zou reviewed forty articles and concluded that most of the published work on the use of technology in education is related to the application of Web 2.0 tools for language learning compared to other subjects [36]. Technology-enhanced language learning is superior to traditional methods, because it promotes effective learning through collaboration [37,38]. Many recent studies have found that technology improves EFL learners’ learning experiences [39,40,41,42,43]. Moreover, England contends that today’s information-age language learners communicate and socialize online [16]. Hence, it is natural for EFL environments to incorporate online applications into the language classroom as an extension of collaborative activities among learners. Rathakrishnan et al. state that web tools can increase communication and encourage peer collaboration [44]. Students can communicate with their team members to provide explanations and share opinions during collaborative work [45].
Technology has enabled communication and collaboration with an ever-growing global audience [46]. Instructors face many challenges in finding the right tools to make this process authentic, efficient, and user friendly. Padlet is an example of a free web-based board that fulfills most of the criteria mentioned earlier [44,47]. Padlet has over 50 million users as of 2022 and is being used in over 200 countries [48]. Learners can use Padlet to collaborate on projects, search and access resources, and request feedback [25,49]. It allows instructors and students to communicate, collaborate, and exchange information, and it improves assessment achievement [50]. Some of the previous studies found that using web 2.0 tools such as Padlet enables a smooth exchange of information [48] and is helpful for independent and collaborative learning [51]. Collaborative learning using Padlet as a collaborative tool follows the social constructivist theory of Vygotsky [19]. In a study, Padlet helped to enhance Malaysian students’ collaboration and communication skills in a higher education institution [52]. Padlet could help learners to understand the assigned topic of a project [53]. Learning a language is communicating and interacting with other users of the language. Padlet accomplishes this goal by providing a community for learners that keeps them in touch with each other. Hence, the use of Padlet supports collaboration, creativity, communication, and digital literacy [3].
Web tools are increasingly used to support language learning in the 21st century. However, the evidence that Web 2.0 tools significantly enhance the learning experience [54] of English as a foreign language remains equivocal. Even though there are studies supporting the notion that Web 2.0 tools enhance the learning experience for EFL learners, some researchers have provided evidence against these findings [45,55]. Additionally, as far as the type of Web 2.0 tool is considered, most of the authors investigated the use of Google Docs, Google Sites, Moodle, WhatsApp, Blackboard, Wikispace, Wikitalia, Digital Storyboard, Digital Mysteries, Twitter, Skype, and Facebook for EFL learners [56]. However, the researchers largely ignored the use of Padlet, a famous tool for learning, particularly for EFL learners [57].
Seidinejad and Nafissi concluded that practicing essay writing using Padlet significantly improved the critical thinking skills of EFL learners [58]. A survey conducted by Andrews and Sekyere indicated that using Padlet provided a collaborative and engaging environment that facilitated students’ communication and critical academic skills. The students demonstrated their deep understanding of the content through verbal communication during active learning activities and written communication during an in-class writing task. The study highlights the effectiveness of Padlet in promoting engagement and communication between students, leading to a deeper understanding of the content at hand [59].
The findings of an experiment performed by Park et al. showed that Padlet is a highly effective alternative to face-to-face learning, providing students with timely help, enhancing their motivation, facilitate project organization, and developing their presentation skills. A significant difference was observed in GIS learners’ collaboration and communication skills using Padlet and Conceptboard [60]. Moreover, the work of Deep et al. aimed to determine the impact of Padlet using PBL techniques for developing soft skills in engineering students. A mixed methods study with 57 participants was conducted using pre- and post-tests, observation, and document analysis. The results showed that such collaborative learning techniques using Padlet significantly improved soft skills and enhanced group learning, including conflict resolution [61]. According to Siegle, Padlet enhances the brainstorming process in education and increases the number of responses from students, which delays their evaluation, resulting in more diverse and creative ideas [62]. Mehta and Miletich explored Padlet in a broader context across two disciplines. Both groups perceived Padlet as a beneficial aid to learning. The positive perception of Padlet for one group focused more on the ease of use, whereas the other group found it a valuable tool in collaborative learning [63].
Furthermore, most studies have evaluated how Web 2.0 tools can facilitate engagement and academic achievement and how such tools adapt to learners’ existing learning styles. Only a handful of studies have focused on the benefits of collaborative tools for collaborative learning and their impact on improving 21st century skills. Given the importance of 21st century skills such as collaboration and communication for EFL learners to successfully compete in today’s information-age workplaces, it is pertinent to investigate the impact of a variety of Web 2.0 tools on improving 21st century skills to plan the most effective strategies for language learning.
However, there is no one-size-fits-all approach for language-learning strategies, and context-specific evidence is needed, as educational strategies need to be tailored according to local cultures. Most of the evidence on using Web 2.0 tools in EFL learning has been provided from a few countries in Asia, followed by Europe, the United States, and Australia [36]. Although most of the studies investigating the impact of technology on EFL learning are conducted in the Asian context, there is significantly less evidence from some countries in the South Asian region. For example, Pakistan is a densely populated country with low literacy rates located in the heart of South Asia. Pakistan presents an intriguing context to explore these issues, as English is the preferred formal language in the country. However, the capabilities of EFL learners are far below the demands of the modern workplace [58]. Therefore, this study seeks to fill in the gaps in the literature by investigating the impact of Padlet as a collaborative tool to improve the communication and collaboration skills of EFL learners in Pakistan, to provide guidelines to educational policymakers in formulating locally tailored strategies for preparing the workforce of EFL learners.

3. Materials and Methods

The research approach is based on a quasi-experimental non-equivalent design with a pre-test and a post-test to explore the effect of the experimental procedure in the study. The experiment took place at a private university in Islamabad, Pakistan. The participants were undergraduate EFL learners enrolled in a Bachelor of Computer Arts (BCA) degree program. The control group (CG) and experimental group (EG) were chosen from the same discipline and semester to ensure uniformity. The offered course of communication skills was selected for the experiment. In this two-group design, one group received the treatment, and the final findings were compiled. The same scales were employed on the control group to compare the impact of treatment, as this group was taught conventionally. Before the experimental process, both groups underwent a pre-test on collaboration and communication from a self-reported 21st century skills scale. After the experiment, the subjects received the same scales; furthermore, the experimental group also completed a survey to gauge their feelings about the collaborative tool (Padlet). The data were collected from 80 individuals over six weeks to examine the research results. As indicated above, the research goal was to evaluate the effect of using Padlet in collaborative learning on EFL learners’ communication and collaboration abilities. SPSS 17.0 was used for the statistical analysis. An independent samples t-test was used as the statistical procedure in the present study.

3.1. Sampling

Collectively, 80 learners took part in this research. They were from the 2nd semester of the BCA program. The course English II was offered in 2nd semester, so it was selected for the experiment. Learners aged 19–21 were selected for the research study. The collaborative learning strategies were employed in the treatment group (EG) using Padlet. Each week, learners worked in groups and completed all the project activities on Padlet. On the contrary, the control group (CG) was taught in a conventional learning environment. Random sampling was used to select participants in the control and experimental group.
Table 1 explains the sample size and characteristics of the participants of this study. There were 24 female learners and 16 male learners in the control group, whereas the experimental group was comprised of 18 female and 22 male learners. Institutional approval from the ethics committee was obtained, as the research involved human participation.

3.2. Instruments

Three instruments were used in the experiment to investigate the effect of Padlet on participants’ collaborative and communicative skills. The first instrument of the collaboration skills level scale was taken from a self-reported 21st century scale developed by Hadiyanto [64]. The internal validity and reliability of the scale were analyzed. The scale of collaboration was based on a 5-point Likert scale, including never, rarely, sometimes, often, and very often. The second scale of the study was the communication skills level instrument developed by Hadiyanto [64]. The nine-item communication scale was based on a 5-point Likert scale of never, rarely, sometimes, often, and very often.
The collaboration skills level scale consisted of eight items with a total score of 8 × 5 = 40, and the communication skills level scale contained nine items, with a score total of 9 × 5 = 45. All the items were related to collaborative activities. The Cronbach alpha of the mentioned scale was tested in previous studies and was based on the work of Hadiyanto et al. [65]; Cronbach’s alpha was 0.93 for the collaboration scale and 0.87 for the communication scale. However, reliability and validity were again measured in the present research. The collaboration and communication scale consistency analysis resulted in Cronbach’s alpha coefficients of 0.966 and 0.959, respectively. All the items of both scales were above the range of 0.70, and the α level was above 0.60, so the instruments were considered valid to assess the learners’ skill level on collaboration and communication through Padlet-based collaborative activities.
Moreover, the “Padlet perception survey,” developed by Brodahl et al. [66], was used to measure the perception of Padlet as a collaborative tool. The scale consisted of nine items rated on a 5-point Likert scale, where a score of 5 means ‘Strongly agree (SA)’, followed by ‘Agree (A)’; ‘Neither agree nor disagree (NAD)’; ‘Disagree (D)’; and a score of 1 means ‘Strongly disagree (SD).’ The validity and reliability of the scale were investigated. Consistency analysis showed a value of 0.842 for Cronbach’s alpha, proving that the instrument is reliable and valid for measuring learners’ perceptions.

3.3. Procedure

The purpose of this study was to evaluate the effectiveness of using collaborative tools, specifically Padlet, in improving collaboration and communication skills among EFL learners. The experiment took place over six weeks, which started at the beginning of the Spring semester in April 2021 and ended at the midterm point in June 2021. During the experiment, the course material was organized to allow for the collaborative usage of Padlet by the students in each class. Throughout each lesson, learners could work in teams, ask questions, provide feedback, and present their work using Padlet.

3.3.1. Padlet

Padlet is a versatile collaboration platform that brings people together. A user-friendly interface enables users of all ages and technical abilities to create and share virtual bulletin boards in real time [67]. Customizable backgrounds, multimedia options, organization categories, and privacy controls make Padlet perfect for group projects, brainstorming sessions, and other collaborative efforts. Communication tools such as comments and messaging keep discussions flowing, and a notification system keeps users informed of new activity. For education, business, personal or community projects, Padlet is an ideal tool to facilitate collaboration and communication [68].

3.3.2. Steps

The study began with a pre-test measuring the students’ teamwork and communicative abilities using a collaboration skills level and a communication skills level questionnaire. After the pre-test, the control group received instructions using conventional methods without exposure to collaborative tools, and the experimental group used Padlet extensively throughout the semester.
In the first session, learners in the experimental group were divided into groups of 4 or 5 members, forming a total of 9 groups. These groups remained the same throughout the research phase. Instructions on collaborative projects were provided by a facilitator, who played the role of an instructor in the experimental class. The second session involved using Padlet for an ice-breaking activity, in which students in the experimental group shared information about themselves. In the third session, the experimental group used Padlet to discuss and rank ideas for a mid-term expressive story and illustration project.
The experimental group used Padlet to write and share creative short stories in the fourth session. This session included presentations by each group of their customized Padlets, along with peer feedback in the form of comments or instant Padlet reactions. Learners used this feedback to improve their work. The fifth session was the mid-term session, in which students presented their final project, a creatively written story document on Padlet accompanied by illustrations. The final session involved peer feedback on the projects and a discussion of their journey using Padlet, resulting in improved communication.
At the end of the six weeks, the instructor administered a post-test of the collaboration and communication scales to the control and experimental groups, and students self-reported their assessments. Additionally, participants in the experimental group completed a Padlet perception survey as a collaborative learning tool.

4. Results

This research aimed to investigate EFL learners’ collaborative and communicative skill levels using Padlet. Two subscales—the collaboration scale and the communication scale from the self-reported 21st century skills questionnaire—were utilized to analyze the experiment results. SPSS 17.0 was used for the statistical analysis. An independent samples t-test was used as the statistical procedure in the present study. A 0.05 p-value was maintained. Descriptive statistics for the pre-experiment data and post-experiment data were obtained. The study compared the data sets of the experimental and control groups (EG and CG), respectively.
As shown in Table 2, the measured means of the performance level of collaboration and communication between the two groups were further assessed on a mean score range of five skill levels. A descriptive analysis was performed for the experimental group to analyze the perceptions of EFL learners with regard to using Padlet in a collaborative learning environment.
The statistical analysis revealed that implementing Padlet in collaborative activities positively influenced learners and increased the level of collaboration and communication among them; learners had a positive perception of the tool in their collaborative activities.

4.1. EG and CG Pre-Experimental Data

The data were collected through self-reported collaboration and communication scales as a pre-test. The mean and standard deviation statistics were obtained. After the pre-test, a normality analysis using the Shapiro–Wilk test checked the normality of the data. The Shapiro–Wilk test interprets that a significance value p of greater than 0.05, i.e., p > 0.05, is an indication of normally distributed data, and it can be used for the appropriate parametric test. The parametric test that suited the pre-experimental data of this study was the independent t-test.

4.2. Independent Sample t-Test

Before conducting the experiment, the experimental and control groups’ levels of collaboration and communication skills were compared using a pre-test dataset. The results of this independent two-sample t-test were used to determine whether there were any significant differences between the skill levels in the two groups.
Table 3 represents the outcomes of the pre-test of both groups, i.e., the CG and the EG. No statistically significant result was observed, as the p-value was 0.34 for collaboration and 0.373 for communication (p > 0.05). In other words, both groups had an equal range of collaboration and communication practices. Collaboration in CG (n = 40) held a mean score of 16.91 (SD = 3.4), whereas the EG (n = 40) mean score was 17.00 (SD = 5.0). Communication with CG and EG M = 15.5 (SD = 3.48) and M = 16.42 (SD = 5.1), respectively. However, the mean scores of both groups ensured the lower practice levels of collaboration and communication skills according to the instrument interpretation. Therefore, this result proved the significance of the current study to implement Padlet as a collaborative web tool with the intention of improving the collaboration and communication skills of EFL learners to prepare them to compete in the modern workplaces of the 21st century. Moreover, the total marks of the pre-test were 40 and 45, respectively, out of which we gained an average of around 16 for collaboration and 15 for communication. The mean score for both groups was very low, because learners were being taught without technology.

4.3. Effect of Padlet on Collaboration Skills

After the completion of six weeks of using Padlet in a collaborative learning environment for the experimental group and a traditional learning setting for the control group, a post-test was conducted to analyze the effect of the use of Padlet on collaboration skills. A comparison of the data set from the post-test of the experimental group and control group was achieved using descriptive analysis, mean (M), and standard deviation (SD). An independent sample t-test was also used as a statistical procedure.

4.4. Descriptive Analysis

Based on the post-test data set the mean scores of each statement was interpreted using the five skill levels of mean scores range mentioned in Table 4.
Based on the results in Table 4, five statements in the experimental group scored very high practice levels, which were: learning activities in group M = 4.85 (SD = 0.597), working in team M = 4.82 (SD = 0.6717), feedback to improve teamwork M = 4.22 (SD = 0.764), providing new ideas in group work M = 4.67 (SD = 0.847), and team motivation in learners M = 4.22 (SD = 0.7641). This was probably because learners were doing the whole project in groups according to the rules of collaborative learning using Padlet, which provided them the opportunity for effective collaboration. The feedback option in Padlet was used frequently by the learners as they performed all the fun activities related to their final project on Padlet in the form of a group. Further, the social media-like setup in Padlet increased the frequency of use, so students were actively working as a team. There were some discussion activities in the private Padlet setting of groups to improve the collaboration by obtaining instant feedback, respecting diverse perspectives, and resolving conflicts instantly. These factors contributed to a positive collaboration on Padlet. On the other hand, the control group results showed that most of the statement scores remained low throughout the semester. Quite a few improvements were observed among collaborative activities, which might have resulted from the semester requirement of three group projects in a traditional setting.

4.5. Effect of Padlet on Communication Skills

The post-experimental data of the communication scale were compared using descriptive statistics and a t-test.
Based on the information in Table 5, experimental group learners actively communicated in the learning process by frequently giving presentations through the Padlet wall (M = 4.51). Writing their ideas on the specific Padlet wall as a group and communicating ideas in writing (M = 4.4) showed a higher value. Constant feedback was another option that was used frequently with M = 4.5; therefore, Padlet positively influenced communication skills, which resulted in higher levels of communication among EFL learners. On the other hand, participants in the control group completed their tasks according to conventional strategies. They completed three group projects. Lower mean scores were reported for giving presentations (2.7), using vocabulary (M = 2.72), and writing reports (M = 2.87). The mean scores ranked at the medium level, highlighting a significant difference between the CG and the EG. The data were further analyzed using a t-test.
Based on the aforementioned information in Table 6, the post-test of collaboration skill levels showed that the control group had the lower mean value, M = 17.675 (SD = 2.494) than the experimental group, with M = 33.375 (SD = 2.752). The p-value was less than 0.05, so both groups were statistically significant. The post-test of communication skill levels revealed a substantial difference in the communication skills of the control and experimental groups, with the CG having a lower mean value (M = 22.150 (SD = 3.366)) than the EG (M = 36.475 (SD = 1.968)). The p value was less than 0.05; therefore, implementing Padlet as a collaborative tool improved the participants’ communication and cooperation abilities.

4.6. Perception of Using Padlet in Collaborative Learning

The respondents in the experimental group had a positive perception of the collaborative tool Padlet in their group projects, which positively impacted their collaboration and communication skills. A further in-depth analysis can be seen in Table 7.
The findings indicated that Padlet is a viable learning aid for collaboration and communication among EFL learners for group work. As mentioned in Table 7 there are three statements with the highest mean scores that indicated students had a positive perception regarding collaboration: “Padlet improved our quality of collaboration” (M = 4.50, SD = 1.10940); “Padlet was easy to use in group work” (M = 4.425, S. D = 0.71208); and “Padlet motivated me to collaborate with the students in the group” (M = 4.12, SD = 1.136). Two assertions had the lowest mean scores, according to the statistics in Table 7, which were: “Padlet did work as expected” (M = 3.42, SD = 1.129), and “I find it easier than MS Word and other traditional tools” (M = 3.150, SD = 1.406). This result highlights the fact that learners wish to have more advanced features in Padlet, such as a document space to create and edit full documents to make full use of Padlet instead of using MS Word. Overall, the results supported the notion that the learners had positive intentions to use Padlet in a collaborative learning environment. The average mean score, as determined by the data in Table 7, was 3.83 (SD = 0.7726).

5. Discussion

The study’s findings showed that using Padlet in collaborative learning had a significant and positive effect on the collaborative skills of EFL learners. The descriptive analysis of EFL learners’ skill set of collaboration, collaboration skills, and communication skills measured using post-tests showed higher mean scores, with learning activities in a group being the highest, with M = 4.85 (SD = 0.597). In contrast, the control group means scores were comparatively low in all statements. This result is consistent with previous research findings, which established similar results in different subject settings [64]. A study conducted by Park et al. in the context of GIS learners provided evidence that Padlet influenced the collaboration skills of learners [60].
The communication skill set of EFL learners showed higher mean scores than the control group in all the statements, with an average of 4.51. The findings of communication practices were aligned with the findings of Abdullateef [3]. Precisely, the means of both groups post-test were compared using a t-test, and collaboration skill levels showed that the experimental group had a higher mean value of M = 33.375 (SD = 2.752) than the control group, with M = 17.675 (SD = 2.494). The p-value was less than 0.05, so both groups were statistically significant. Communication skill levels showed the experimental group had a higher mean value, M = 36.475 (SD = 1.968), than the control group, with M = 22.150 (SD = 3.366). The p value was less than 0.05; hence, using Padlet as a collaborative tool increased the skill levels of collaboration and communication. The findings support the results of Dewitt et al.’s study, which proved that Padlet helped to enhance the collaborative and communicative skills of the students in a higher education institution [52]. The findings follow another survey conducted by Andrews and Sekyere, which indicated that using Padlet provided a collaborative and engaging environment that facilitated students’ communication skills [59].
In terms of learners’ perceptions, the present study found that EFL learners had a favorable view of using Padlet in collaborative learning. There were few statements with the highest mean scores, indicating that students had a positive perception regarding collaboration (Q1 (M = 4.50), Q6 (M = 4.425), and Q7 (M = 4.12)). These findings are supported by Mehta and Miletich’s experiment that explored Padlet in a broader context across two disciplines. Both groups perceived Padlet as a beneficial aid to learning. Positive perception of Padlet for one group focused more on the ease of use, whereas the other group found it to be a valuable tool in collaborative learning [63].
Moreover, these results are supported by the Siegel study, which concluded that learners perceived a positive impact of Padlet on enhancing active learning [62]. These findings follow previous research that reported a positive perception of learners using Padlet in collaborative activities [52,69,70]. The critical outcomes of this research study endorse the employability skills of language learners and acknowledge the effective use of technology to support language learning for language education policy and practice.
The findings of this study have practical implications for language educators, learners, and policymakers in Pakistan, as well as for other non-Western contexts in which English is taught as a foreign language. For language educators, the study offers practical suggestions for incorporating Padlet into their teaching practice and illustrates the effective use of this tool to facilitate learners’ communication and collaboration skills. The study provides a valuable resource for learners to enhance their language skills using Padlet. Overall, the results of the study inform language education policy and practice in Pakistan and provide context-specific insights into the use of technology to effectively support the development of 21st century skills.

6. Conclusions

This study’s findings show that using Padlet in collaborative learning had a significant and positive effect on the collaborative skills of EFL learners. This suggests that Padlet can provide a valuable platform for learners to develop their ability to work effectively with others in a language-learning context. The results also show that using Padlet had a significant and positive effect on the communication skills of EFL learners. This indicates that Padlet can support learners in developing their ability to express themselves clearly and accurately in English, which is essential for successful communication in a globalized world. Overall, the findings provide valuable insights for language educators and learners on the potential of using Padlet to enhance the 21st century skills of EFL learners in Pakistan [71]. These findings serve as a guide for the effective use of technology to support language learning. However, the small sample size due to a limited budget and time constraints could hinder the generalizability of the findings. The study relied on self-reported measures to assess learners’ communication and collaboration skills and their perceptions of using Padlet, which may be subject to bias and subjectivity, as the chance of social desirability bias cannot be ignored in the case of self-reported measures. Finally, the short duration of the study (six weeks) might not be sufficient to fully assess the long-term effects of using Padlet on learners’ 21st century skills.
This study can be extended by future research in multiple ways. Future research could explore the long-term effects of using Padlet on learners’ communication and collaboration skills and investigate whether these effects persist over time. Furthermore, it would be interesting to investigate how Padlet influences additional 4C skills of the 21st century, including critical thinking and creativity of EFL learners, as well as whether a spillover effect exists to determine whether improvement in one skill would positively influence the performance of other skills. Additional studies could also examine the potential of using other Web 2.0 tools in addition to Padlet to support the development of learners’ 21st century skills in a language-learning context. Future research could explore the perspectives of language teachers on the challenges and opportunities of using Padlet in their teaching practice and investigate how teachers can effectively integrate this tool into their language instruction. Further investigation could also examine the potential of using Padlet to support learners with specific learning needs, such as those with learning disabilities or English language learners at different proficiency levels.

Author Contributions

Conceptualization, T.F., T.A.L. and M.M.M.; methodology, T.F.; data curation, T.F. and Z.W.; writing—original draft preparation, T.F.; writing—review and editing, T.F., M.M.M. and T.A.L.; funding acquisition, M.M.M. All authors have read and agreed to the published version of the manuscript.

Funding

This work was supported by the funding from the Sunway University, Malaysia.

Institutional Review Board Statement

The study was approved by the Ethics Committee of the National University of Science and Technology (NUST), Islamabad, Pakistan.

Informed Consent Statement

Written informed consent has been obtained from the subjects involved in the study.

Data Availability Statement

The data that support the findings of this study will be made available from the corresponding authors upon request.

Acknowledgments

The authors would like to express their gratitude to the National University of Science and Technology (NUST), Islamabad, Pakistan for the administrative Support.

Conflicts of Interest

The authors declare no conflict of interest.

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Table
Table 1. Sample distribution.
Table 1. Sample distribution.
CGEG
No. of participants4040
Mean age2020
Female learners2418
Male learners1622
Table
Table 2. Mean Scores Range.
Table 2. Mean Scores Range.
Mean ScoreInterpretation
1.00 to 1.80V. low
1.81 to 2.60Low
2.61 to 3.40Medium
3.41 to 4.20High
4.21 to 5.00V. high
Table
Table 3. Pre-experimental data comparison of EG and CG.
Table 3. Pre-experimental data comparison of EG and CG.
GroupsMSDtp *df
CollaborationCG16.913.420.9330.354 *78
EG17.005.05
CommunicationCG15.513.480.8950.373 *78
EG16.425.10
* p > 0.05.
Table
Table 4. Mean scores and practice level of collaboration (post-test).
Table 4. Mean scores and practice level of collaboration (post-test).
Collaboration SkillsEGCG
MeanLevelMeanLevel
1. Learning activities in group4.85Very high2.57Medium
2. Varied learners in team3.92High1.8Very low
3. Working in team4.82Very high2.71Medium
4. Resolving conflicts in group4.1High1.54Very low
5. Feedback to improve4.22Very high2.60Low
6. Team motivation in learners4.22Very high1.82Low
7. Respecting diverse perspectives4.1High1.87Low
8. Providing new ideas in group work4.67Very high2.7Medium
Table
Table 5. Mean scores and practice level of communication (post-test).
Table 5. Mean scores and practice level of communication (post-test).
Communication SkillsEGCG
MeanLevelMeanLevel
1. Giving a presentation4.51Very high2.7Medium
2. Using different formats3.8High2.31Low
3.Using vocabulary, expressions3.75High2.72Medium
4. Integrating ideas or information3.7High2.1Low
5. Summarizing key issues3.97High2.3Low
6. Giving feedback4.5Very high1.82Low
7. Communicating some ideas in writing4.4Very high2.61Medium
8. Writing a report4.12High2.8Medium
9. Summarizing key issues (written)3.71High2.87Medium
Table
Table 6. Post-experimental independent sample t-test.
Table 6. Post-experimental independent sample t-test.
GroupsMSDtpdf
CollaborationCG17.6752.49426.730.000 *78
EG33.3752.752
CommunicationCG22.1503.36623.230.000 *78
EG36.4751.968
* p < 0.05.
Table
Table 7. Perceptions of learners of using Padlet in collaborative work.
Table 7. Perceptions of learners of using Padlet in collaborative work.
StatementMeanLevel
1. Padlet was easiest to use in group work.4.42500.71208
2. Padlet was effective in group work.3.50001.19829
3. I find it easier than MS words and other traditional tools.3.15001.40603
4. My favorite option was to provide feedback on other’s work.3.90001.31656
5. I liked to receive feedback on my work in the group.3.77501.20868
6. Padlet improved our quality of collaboration.4.50001.10940
7. Padlet motivated me to collaborate with the students in the group.4.12501.13652
8. Feedback was instructive in group work.3.75001.17124
9. Padlet did work as expected.3.42501.12973
Total3.83890.77265
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Mahmud, M.M.; Fatima, T.; Lashari, T.A.; Waheed, Z. Exploring the Impact of Web 2.0 Tools on 21st Century Skills of EFL Learners in Pakistan. Educ. Sci. 2023, 13, 384. https://doi.org/10.3390/educsci13040384

AMA Style

Mahmud MM, Fatima T, Lashari TA, Waheed Z. Exploring the Impact of Web 2.0 Tools on 21st Century Skills of EFL Learners in Pakistan. Education Sciences. 2023; 13(4):384. https://doi.org/10.3390/educsci13040384

Chicago/Turabian Style

Mahmud, Malissa Maria, Tehreem Fatima, Tahira Anwar Lashari, and Zahra Waheed. 2023. "Exploring the Impact of Web 2.0 Tools on 21st Century Skills of EFL Learners in Pakistan" Education Sciences 13, no. 4: 384. https://doi.org/10.3390/educsci13040384

APA Style

Mahmud, M. M., Fatima, T., Lashari, T. A., & Waheed, Z. (2023). Exploring the Impact of Web 2.0 Tools on 21st Century Skills of EFL Learners in Pakistan. Education Sciences, 13(4), 384. https://doi.org/10.3390/educsci13040384

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