Exploring Padlet-Based Differentiated Learning in Enhancing Eighth-Grade Students’ Narrative Writing

Abstract

Writing a narrative text is a challenging skill for students in the English language learning context, as it is not only about organizing ideas into a logically connected storyline but also about using the language features appropriately. In junior high school classrooms, students often have different learning styles and abilities, which are not always considered by the traditional writing teachers. Despite the fact that previous research has proven that digital devices such as Padlet can motivate students to write better, there has been little focus on how such devices can be used for the differentiated learning of a certain genre, such as narrative text. The present research is on exploring the ways Padlet-based differentiated learning is helping the students of grade eight in writing narratives. The research adopts a qualitative case study method. It focuses on a single class of junior high school students. The research instruments include classroom observation, Padlet student-written texts, and semi-structured interviews. The findings reveal that Padlet enables various learning paths that accommodates to the diverse learners, including visual, auditory, and kinesthetic preference. Besides strengthening their confidence and collaboration skills in generating ideas and structuring narratives, students also revealed high levels of engagement. This paper emphasizes that the combination of digital tools and differentiated instruction is the key to designing EFL writing experiences that are more inclusive and meaningful.