Arab World English Journal (AWEJ) Special Issue on CALL Number 9. July 2023 Pp. 29- 48
DOI: https://dx.doi.org/10.24093/awej/call9.3
Padlet Mobile Training Model for Novice Omani EFL In-service Teachers
Siham Al Aamri
Department of Foreign Languages, College of Arts, University of Nizwa, Sultanate of Oman
Cécile Gabarre
Department of Foreign Languages, College of Arts, University of Nizwa, Sultanate of Oman
Corresponding Author: cecile@unizwa.edu.om
Serge Gabarre
Department of Foreign Languages, College of Arts, University of Nizwa, Sultanate of Oman
Salwa Al Anqoudi
Department of Foreign Languages, College of Arts, University of Nizwa, Sultanate of Oman
Received: 04/11/2023 Accepted: 06/20/2023 Published:07/24/2023
Abstract:
In Oman, novice in-service primary English teachers struggle with the theoretical content of professional training programs, which impedes knowledge acquisition and transfer into teaching practices. This research stems from the benefits of continuous professional development, communities of practice, and practical and reflective learning on teachers’ exposure to teaching methods resulting in improved teaching skills and techniques. Considering the affordances of mobile learning, Padlet training was designed as an alternative to face-to-face programs during the Covid-19 pandemic to support in-service primary teachers with online synchronous teaching. The objectives were to improve participation, content acquisition, and knowledge transfer into teaching practices. Six novice Omani in-service English primary teachers participated in training for seven months. The data from semi-structured interviews, observations, interactions, peer feedback, and teaching e-portfolios were analysed with a systematic grounded theory three-step coding, which were performed until model emergence and saturation. The findings confirmed the contributions of the Padlet training to the enhancement of content acquisition and transfer due to ubiquitous access, simplified multimedia content, hands-on practice, instructor-peer feedback, and digital self-reflective e-portfolios. The teachers were enthusiastic about the program, which led to a virtual circle. Participants viewed Padlet as an engaging platform to host a community, access, create, and share content. Ubiquitous access and support within a peer community resulted in regular attendance, engaged participation, and increased confidence, which led to improved content acquisition and content transfer. The resulting Padlet training model presented in this article could be replicated to design mobile professional development training programs in similar contexts.
Keywords: Communities of practice, educational technology, English teacher education, Novice Omani EFL
in-service teachers, Padlet mobile training model, Professional development, reflective practices, Teaching
English to Speakers of Other Languages
Cite as: Al Aamri, S., Gabarre, C., Gabarre, S., & Al Anqoudi ,S. (2023). Padlet Mobile Training Model for Novice Omani EFL In-service Teachers Arab World English Journal (AWEJ) Special Issue on CALL (9) 29- 48.
DOI: https://dx.doi.org/10.24093/awej/call9.3
References
Ahmad, I. S. (2017). Qualitative research for beginners: From theory to practice. Partridge Publishing Singapore.
Al Shabibi, A. S. H. (2013). Omani English language teachers’ first year in the classroom (Unpublished Doctoral dissertation). University of Leeds, London.
Alabbad, A., & Bin Huwamel, H. S. (2020). The effect of using Padlet as a vocabulary knowledge enhancement application on Saudi EFL female learners, and their attitudes toward its value in learning. Arab World English Journal (AWEJ) Special Issue on CALL, (6), 357-378. DOI: https://dx.doi.org/10.24093/awej/call6.24
ALBulushi, N. (2016). Attitudes of cycle two English language teachers towards the effectiveness of three professional development programs in Muscat,(Unpublished master’s thesis). Sultan Qaboos University, Saltanate of Oman.
AlTameemy, F. (2017). Mobile phones for teaching and learning: Implementation and students’ and teachers’ attitudes. Journal of Educational Technology Systems, 45(3), 436-451.https://doi.org/10.1177/0047239516659754
Altun, M., & Khurshid Ahmad, H. (2021). The use of technology in English language teaching: A literature review. International Journal of Social Sciences & Educational Studies, 8(1), 226-232.
Alzouebi, K. (2020). Electronic portfolio development and narrative reflections in higher education: Part and parcel of the culture? Education and Information Technologies, 25(2), 997-1011.https://doi.org/10.1007/s10639-019-09992-2
Baidoo, M., Ameyaw, Y., & Annan, J. N. (2022). Efficacy of Padlet instructional tool on students’ engagement and perception in the teaching and learning of some ecological concept. International Journal of Sciences, 11(04), 27-33.
Basken, P. (2008). Electronic portfolios may answer calls for more accountability. Chronicle of Higher Education, 54(32), A30-A31.
Boonmoh, A., Jumpakate, T., & Karpklon, S. (2022). A close look at the use of technology by Thai teachers in secondary EFL classrooms. Computer Assisted Language Learning, 23(1), 78-107.
Butterfield, J. (2009). Using grounded theory and action research to raise attainment in, and enjoyment of, reading. Educational Psychology in Practice, 25(4), 315-326.https://doi.org/10.1080/02667360903315131
Cannella, G. S. (2015). Qualitative research as living within/transforming complex power relations. Qualitative Inquiry, 21(7), 594– 598.https://doi.org/10.1177/1077800414554907
Chen, Y. M. (2021). Understanding foreign language learners’ perceptions of teachers’ practice with educational technology with specific reference to Kahoot! and Padlet: A case from China. Education and Information Technologies, 27(1),1439–1465.https://doi.org/10.1007/s10639-021-10649-2
Corbin, J., & Strauss, A. (2008). Qualitative research: Techniques and procedures for developing grounded theory. London: Sage.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
DiPaola, M., & Hoy, W. K. (2014). Improving instruction through supervision, evaluation, and professional development. Information Age.
Eissa, H. M. S. (2019). Pedagogic effectiveness of digital storytelling in improving speaking skills of Saudi EFL learners. Arab World English Journal (AWEJ), 10(1), 127-138.https://dx.doi.org/10.2139/ssrn.3367536
Ellis, D. (2015). Using Padlet to increase student engagement in lectures. Proceedings of the European Conference on e-Learning: ECEl, 195-198.
Fisher, C. D. (2017). Padlet: An online tool for learner engagement and collaboration, available at https://Padlet. com.
Gabarre, C., & Gabarre, S. (2020). Trustworthiness in sampling selection: Remedies against introspective chaos. The Qualitative Report, 25(12), 4352-4375. https://doi.org/10.46743/2160-3715/2020.3670
Germain, A. (2015). Online communities of practice: A professional development tool for language educators. In R. Hampel, & U. Stickler (Eds.), Developing online language teaching (pp. 113-133). Palgrave Macmillan. DOI: 10.1057/9781137412263_8
Gugino, J. (2018). Using Google Docs to enhance the teacher work sample: Building e-portfolios for learning and practice. Journal of Special Education Technology, 33(1), 54-65.https://doi.org/10.1177/0162643417729135
Han, Y. (2019). Exploring multimedia, mobile learning, and place-based learning in linguacultural education. Language Learning & Technology, 23(3), 29-38. http://hdl.handle.net/10125/44692
Healy, S., Block, M., & Kelly, L. (2020). The impact of online professional development on physical educators ‘knowledge and implementation of peer tutoring. International Journal of Disability, Development and Education, 67(4), 424-436.https://doi.org/10.1080/1034912X.2019.1599099
Karnieli-Miller, O., Strier, R., &Pessach, L. (2009). Power relations in qualitative research. Qualitative health research, 19(2), 279-289.https://doi.org/10.1177/1049732308329306
Leat, D., Reid, A., & Lofthouse, R. (2015). Teachers’ experiences of engagement with and in educational research: what can be learned from teachers’ views? Oxford review of education, 41(2), 270-286.https://doi.org/10.1080/03054985.2015.1021193
La Hanisi, A., Risdiany, R., Dwi Utami, Y., & Sulisworo, D. (2018). The use of WhatsApp in collaborative learning to improve English teaching and learning process. International Journal of Research Studies in Educational Technology, 7(1), 29-35. DOI: 10.5861/ijrset.2018.3004
Marrow, A. J. (1969). The practical theorist. New York: Basic Books.
Nadeem, N. H. (2021). Students’ perceptions about the impact of using Padlet on class engagement: An exploratory case study. In Research Anthologies, Evidence-Based Acquisition (Eds.), Research anthology on developing effective online learning courses (pp. 1919-1939). IGI Global. DOI : 10.4018/978-1-7998-8047-9.ch095
Nami, F., Marandi, S. S., &Sotoudehnama, E. (2018). Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations. ReCALL, 30(3), 375-398.https://doi.org/10.1017/S0958344017000349
Pan, X. Q., & Gan, Z. D. (2020). Perceiving technology-based professional development practices for teachers: Accounts from English as a foreign language (EFL) teacher in China. International Journal of Computer-Assisted Language Learning and Teaching, 10(2), 40-58. DOI: 10.4018/IJCALLT.2020040103
Papadakis, S., Kalogiannakis, M., Sifaki, E., &Vidakis, N. (2018). Evaluating Moodle use via smart mobile phones. A case study in a Greek University. EAI Endorsed Transactions on Creative Technologies, 5(16), 1-9.https://doi.org/10.4108/eai.10-4-2018.156382
Peeples, K. N., Hirsch, S. E., Gardner, S. J., Keeley, R. G., Sherrow, B. L., McKenzie, J. M. & Kennedy, M. J. (2019). Using multimedia instruction and performance feedback to improve preservice teachers’ vocabulary instruction. Teacher Education and Special Education, 42(3), 227-245.https://doi.org/10.1177/0888406418801913
Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7(9), e08053.https://doi.org/10.1016/j.heliyon.2021.e08053
Sari, A. B. P. (2019). EFL peer feedback through the chatroom in Padlet. LLT Journal, 22(1), 46-57. https://doi.org/10.24071/llt.v22i1.1701
Suryani, I., & Daulay, S. H. (2022). Students’ Perceptions on Writing Activities by Using Padlet Application. The Proceedings of English Language Teaching, Literature, and Translation (ELTLT), 11, 175-188.
Lewins, A., & Silver, C. (2014). Using software in qualitative research: A step-by-step guide. Using Software in Qualitative Research, 1-384.
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.https://doi.org/10.3102/00028312041003681
Tanner, R., Longayroux, D., Beijaard, D., &Verloop, N. (2000). Piloting portfolios: using portfolios in pre-service teacher education. ELT Journal, 54(1), 20-30. https://doi.org/10.1093/elt/54.1.20
Walsh, S., & Mann, S. (2015). Doing reflective practice: a data-led way forward. ELT Journal, 69(4), 351-362. https://doi.org/10.1093/elt/ccv018
World Bank (2012). Education in Oman: The drive for quality. The World Bank.
Yu, C., & Franz, D. P. (2017). Visiting technological pedagogical and content knowledge (TPACK): Issues and challenges for teachers’ professional development. In T. Kid & L. R. J. Morris (Eds.), Handbook of research on instructional systems and educational technology (pp. 380-391). IGI Global. DOI: 10.4018/978-1-5225-5631-2.ch050
Xerri, D., & Campbell, C. (2016). E-portfolios in teacher development: the better option? ELT Journal, 70(4), 392-400. https://doi.org/10.1093/elt/ccw032
Zhang, W. (2022). The role of technology-based education and teacher professional development in English as a foreign language classes. Frontiers in Psychology, 13. doi : 10.3389/fpsyg.2022.910315
Zhi, Q., & Su, M. (2015, Octobre). Enhance collaborative learning by visualizing process of knowledge building with Padlet. In 2015 International Conference of Educational Innovation through Technology (EITT) (Eds.), (pp. 221-225). IEEE.