Using the Process Writing Approach based on Padlet Application (PA) to Enhance EFL Argumentative Writing Competence

Abstract

This research looked at how using a process writing technique using the Padlet application (PA) influenced the argumentative writing of undergraduates majoring in English as a foreign language (EFL). Sixty students in their fourth-year in English language and translation major made up the study's subjects. Then, they were randomly assigned to one of two groups (N=30 total): the experiment group or the control group. Participants' ages varied between 19 and 20. There was no attempt to control the subjects' sex identities. Quasi-experimental techniques were used to gather quantitative data in this study through pre- and post-tests. The Padlet app and a process writing methodology were used to instruct the experimental group in argumentative text writing, while more conventional methods were used to instruct the control group. For two and a half months, researchers worked with EFL majors to find ways to strengthen their argumentative writing. The experimental group's performance in writing argumentative prose using the process writing approach based on the Padlet application was substantially higher than that of the control group, as determined by an independent sample T-test. The students were also quite enthused about utilizing Padlet application.