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RA JOURNAL OF APPLIED RESEARCH
ISSN: 2394-6709
DOI:10.47191/ aja / 11i11.08
Volume: 11 Issue: 11 No embe 2025
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1014
Phan Thi Thanh Huyen1, RAJAR Volume 11 Issue 11 No embe 2025
Fos e ing Au onomous Lea ning Th ough Padle In eg a ion in EFL W i ing
a a Vie namese Public High School
Phan Thi Thanh Huyen1, Nguyen Thi Thu Hien2*
1Facul y o Fo eign Languages, An Giang Uni e si y, Vie nam Na ional Uni e si y - Ho Chi Minh Ci y, Vie nam
2Pos g adua e s uden , Dong Thap Uni e si y, Cao Lanh 870000, Vie nam, Vie nam
ARTICLE INFO
ABSTRACT
Published Online:
20 No embe 2025
Co esponding Au ho :
Nguyen Thi Thu Hien
Au onomous lea ning has been ega ded as an impo an lea ning me hod o s uden s’ achie ing
success in language lea ning, pa icula ly in imes o Vie namese educa ional e o ms and he
new English language cu iculum, whe e s uden s a e cen e ed and able o imp o e hei sel -
lea ning abili y. While esea ch mainly ocuses on eache belie s in lea ne au onomy, he e’s a
lack o s udies on EFL s uden ’s pe cep ions and p ac ices o au onomous lea ning in
Vie namese school se ings. This s udy in es iga ed he u ilizing o Padle o os e au onomous
lea ning in EFL w i ing lessons among o y- ou 10 h g ade s a a public high school in he
Mekong Del a, Vie Nam. The quan i a i e da a we e collec ed wi h he use o ques ionnai es
and quali a i e insigh s om he eache ’s obse a ions. Findings indica ed ha s uden s held
posi i e pe cep ions and demons a ed ac i e pa icipa ion in w i ing asks h ough Padle ,
sugges ing i s capaci y o enhance sel -di ec ed lea ning. Howe e , he s udy also acknowledged
se e al challenges, including echnical ba ie s, echnical guidance sho age om eache s and
ime limi a ion. To esol e he obs acle and p omo e au onomous lea ning, he s udy
ecommended p o iding echnical suppo o eache s and s uden s, ensu ing eliable and s able
In e ne access, and engaging s uden s in w i ing asks wi h clea expec a ions and c i e ia.
Ul ima ely, i is impo an o inco po a e digi al ools, le e age s uden s’ w i ing skills, and
con inuously e lec on eaching p ac ices o be e os e ing au onomous lea ning among EFL
school s uden s in Vie nam.
KEYWORDS: Au onomous lea ning, EFL w i ing, Padle , schools, Vie nam
1. INTRODUCTION
In he e a o globaliza ion, abili y o use English e ec i ely
is undeniably a p io i y o s uden s seeking o g asp global
knowledge and in e na ional oppo uni ies. Wi h Vie nam’s
g owing in eg a ion in o he wo ld economy, English
p o iciency – pa icula ly in w i ing – has eme ged as an
impo an skill o hose who seek access o schola ships,
ca ee oppo uni ies, and academic esou ces wo ldwide
(Nguyen & Doan, 2021). In his con ex , p omo ing
au onomy in English lea ning is i al, as i empowe s s uden s
o ake con ol o hei lea ning, o e come esou ce
limi a ions and de elop independen lea ning habi s (Nguyen,
2009). Agains ha backd op, Vie nam has issued na ional
guidelines o implemen ing in o ma ion echnology (IT) and
os e ing lea ne au onomy in all le els o educa ion (MOET,
20?? Xem lai bai Phan e al; MOET, 2024). Policies
emphasizes enhancing digi al ans o ma ion, s eng hening
online and hyb id lea ning, de eloping IT in as uc u e, and
expanding cashless paymen s. This aligns wi h he goal o
cul i a ing au onomous and digi ally compe en lea ne s in
Vie nam’s e o med English cu iculum.
Despi e g owing esea ch on echnological in eg a ion and
lea ne au onomy in Vie nam, mos s udies ha e emphasized
on highe educa ion con ex s, lea ing seconda y school
se ings ela i ely unde explo ed (T an, 2019). Mo eo e ,
while s udies on s uden s’ au onomy h ough using Padle in
EFL w i ing ha e been ca ied ou in Vie nam, li le esea ch
in es iga es he ole o Padle in os e ing au onomous
lea ning in school se ings (T an, 2019). Add essing his gap,
his p esen s udy explo es how Padle can be used o enhance
au onomous lea ning in EFL w i ing lessons among 10 h
g ade s a a public high school in he Mekong Del a o
Vie nam. Speci ically, i examines s uden s’ baseline
au onomy le els, hei pe cep ions and p ac ices o sel -
di ec ed lea ning h ough Padle , and he in luence o his ool
on hei engagemen , mo i a ion, and w i ing pe o mance.
D awing on hese indings, he s udy o e s pedagogical
ecommenda ions o in eg a ing Padle o p omo e lea ne
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au onomy wi hin he Vie namese high school con ex .
Speci ically, i in es iga es s uden s’ baseline le el o
au onomous lea ning be o e implemen ing Padle , hei
cu en habi s, s eng hs, and a eas o imp o emen in sel -
di ec ing lea ning. I also explo es he signi icance o Padle
in assis ing lea ne au onomy by in es iga ing how Padle is
employed o suppo EFL s uden s’ sel -di ec ed lea ning as
well as how i in luences s uden s’ lea ning ou comes,
engagemen , mo i a ion, and language p o iciency wi h a
pa icula concen a ion on hei abili y o ca y ou
independen lea ning p ocess. D awing on hese indings, he
s udy p o ides some ecommenda ions o implemen ing
Padle in o p omo e lea ne au onomy in Vie namese high
school con ex s.
2. LITERATURE REVIEW
2.1. Lea ne au onomy in language lea ning
Au onomy o igina es om he G eek wo ds, au os (sel , one-
sel ) and nomos (law, ule, p inciple). Hence, he wo d can be
explici ly unde s ood as sel - ule o sel -go e nmen . Holec
(1981, page numbe ?) de ines au onomy as “ he abili y o ake
cha ge o one’s lea ning”. The eby, au onomous lea ne s a e
known o ha e he abili y o mee hei own needs o lea ning
con en s and speed. As Benson (2013) no ed, au onomy is he
capaci y o con ol one’s own lea ning. Lea ne au onomy is
placed among academic inno a ions ha “ he need o
indi idual’s eedom de elopmen is insis ed by
s eng hening hose abili ies o le him ac mo e esponsibly
in ope a ing he socie y whe e he li es” (Holec, 1981, p.3).
Acco ding o Allw igh (1988), au onomy is a e m e e ed
o a adical es uc u ing o he whole concep ion o language
pedagogy, in ol ing he e usal o con en ional academic
se ing s uc u e and he p esen a ion o wholly no el lea ning
and eaching me hods. A b oade concep ion o au onomy is
en a i ely sugges ed by Wenden (1991), in which she
a emp s o pu he lea ne aining me hodology in a b oade
heo e ical amewo k o lea ne au onomy.
P omo ing endu ing lea ning is one o he undamen al goals
o educa ion, which helps equip he s uden s wi h skills,
knowledge, and belie s in o de o add ess all academic issues
and each hem how o main ain en husiasm abou lea ning.
As a esul , os e ing lea ne au onomy should be conside ed
a leading goal ha bo h educa o s and s uden s a emp o
achie e. Lea ne s’ au onomy o ms he basis o li elong
lea ning (Sigal e al., 2024) and laying he ounda ion o
s uden s’ au onomy in lea ning ensu es ha hey keep hei
s udy going as a as possible. Hence, i is he du y o e e y
eache o imp o e s uden s’ abili y o lea n au onomously
and ain “au onomous lea ne s” o mee he inc easing
demand o economic and social de elopmen (Salokangas,
2017).
Lea ne au onomy bene i s lea ne s and eache s, helping
inc ease he lea ning ou comes. Lea ne au onomy enhances
EFL s uden s’ p o iciency and enables lea ne s o con ol hei
lea ning (Rizki e al., 2023). Also, lea ne au onomy is picked
up h ough lea ne s’ du ies o hei lea ning. The e a e
easons why au onomy is impo an in s uden s’ lea ning
p ocess. Fi s ly, au onomy is one o he undamen al human
needs (Ryan e al., 1995). Secondly, au onomy gi es bi h o
mo i a ed and c ea i e lea ne s. When he s uden s engage in
hei own lea ning, hey can add ess mo i a ional issues
e ec i ely and o e come empo a y lapses in mo i a ion.
Finally, communica i e compe ences in second o o eign
language lea ning classes can be enhanced wi h lea ne
au onomy. Lea ne s wi h a highe le el o au onomy can ha e
g ea e chances o imp o e hei communica i e abili ies
compa ed o hose who lack i .
Au onomous lea ne s, acco ding o many leading esea che s
in he ield o au onomy such as Holec (1981), Benson
(2013), Bo g & Al-Busaidi (2012), Wenden (1991), Li le
(2004), and Dickinson (1995), ha e some key cha ac e is ics
which can be ca ego ized in o h ee in e connec ed hemes:
Me acogni i e abili ies ( he capaci y o sel - egula ion,
which in ol es s a egic planning and goal se ing, sel -
moni o ing and s a egic adjus men , and e alua ion and
c i ical e lec ion), A ec i e ai s (including in insic
mo i a ion and pe sis ence, esponsibili y o lea ning, and
sel -awa eness and a posi i e sel -concep ) and Manage ial
skills ( he p ac ical execu ion o lea ning con ol, ansla ing
in en ion in o conc e e ac ion, in ol ing esou ce
managemen and ime and space o ganiza ion).
2.2. Technology in EFL educa ion
Technological de elopmen p o ides lea ne s he
oppo uni ies o expand he space whe e hey lea n beyond
he ou walls o he class oom and shi om he adi ional
educa ion o a mo e meaning ul p ocess. Acco ding o
Pou hossein Gilakjani (2017), echnology has changed he
eaching p ocess o he English language app eciably.
Mo eo e , he implemen a ion o digi al echnology o he
ins uc ional se ing ac i i ies inc eases lea ne s’ en husiasm
and mo i a ion owa ds lea ning a language and gaining
knowledge. Addi ionally, Cos ley (2014) poin ed ou ha
in eg a ion o echnology assis s lea ne s o be mo e engaged
in he lesson and become in o ma ion seeke s, p oblem
sol e s, collabo a o s and communica o s. Las ly, echnology
o e s a lea ne -cen e ed class oom se ing whe e lea ne s
eage ly join he class oom asks and become au onomous
lea ne s.
Padle is a e sa ile pla o m whe e use s can c ea e one o
nume ous walls o pos ideos, images, documen s, and
audio. Acco ding o Holo ina (2021), Padle is de ined as a
“digi al no ice boa d”, an “online bulle in boa d”, an “online
pos i boa d”, a “ i ual wall”, a “dashboa d”, e c. I is a ee
web-based applica ion wi h walls, on which lea ne s pos
wo ds, links, pic u es, iles, and e en ideos o language
lea ning. Anyone possessing he link o add ess o a speci ic
wall can see hese con en s on he wall h ough mobile phones
(wi h And oid o iOS sys em). Padle use s could de elop
sui able con en s in he walls and use hem in he class.
Padle is ega ded as a aluable assis an o English language
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ins uc ion in se e al ways. Fi s , Padle can be used o
supplemen lea ne s' b ains o ming and gene a e ideas (Zhi &
Su, 2015) h ough ac i i ies like b ains o ming, discussion
and p ojec wo k. Second, eache s and s uden s can collec
esou ces and ma e ials easily h ough Padle (Holo ina,
2021). Thi d, Padle acili a es discussions and pee eedback
(Sa i, 2019). Finally, he bes way o p esen in o ma ion
isually is h ough Padle walls. Di e en s udies show
nume ous ad an ages o Padle in English Ins uc ion such as
i s ‘abili y o boos s on- he-spo collabo a ion since any
s uden can see he wo k someone else is uploading; i s
s o age abili y, and i s con enience o di e en lea ning
s yles.
Howe e , he e a e s ill some majo obs acles o Padle use s,
including poo in as uc u e like he sho age o essen ial
digi al equipmen and esou ces and he In e ne connec ion;
ins uc o s’ nega i e a i udes owa ds digi al echnology,
digi al illi e acy, lack o echnical suppo , and ime
insu iciency.
2.3. Rela ed s udies on lea ne au onomy
2.3.1. O e seas s udies
Resea ch on he ole o eache s in enhancing lea ne
au onomy shows he classi ica ion o h ee ca ego ies: eache
as manage and o ganize ; eache as acili a o ; and eache
as counsello (B een & Mann, 1997). Sa ason (1999)
desc ibed a model o i e a o dances in enhancing lea ne
au onomy, which a e engagemen , explo a ion,
pe sonaliza ion, e lec ion, and suppo . In ano he s udy,
Mel ina and Julia (2021) sugges ed ha lea ne au onomy
had a e y close ela ionship wi h echnical, psychological,
and sociocul u al, and language p o iciency.
On he o he hand, only ew esea che s did mo e
in es iga ions on he lea ning en i onmen , bu in o he
aspec s like a uni e si y le el o wi h he in eg a ion o many
o he echnological ools. Hamil on (2013) w o e abou ways
o p omo e au onomy in o eign language lea ning in a digi al
lea ning space. Roh and Kim (2019) s udied he ways o
os e lea ne au onomy in a echnology-in eg a ed language
class in a uni e si y in Ko ea.
Meanwhile, he e a e many s udies on he u iliza ion o Padle
o os e s uden s’ w i ing skills. Dollah e al. (2021)
sugges ed ways ha mo i a e EFL lea ne s o w i e wi h he
u iliza ion o Padle Applica ion. Zah oh e al. (2023)
in es iga ed Padle ’s e ec i eness in 11 h g ade s’ w i ing
skill in a school in Ka ya Pembaha uan.
2.3.2. S udies in Vie Nam
Le (2013) s udied he ways o os e lea ne au onomy in
language lea ning in e ia y educa ion in Vie Nam. Besides,
Van Loi (2016) made some obse a ions abou English
language eache s’ belie s and p ac ices ega ding lea ne
au onomy in Asian con ex s. Bui (2018) discussed he
de elopmen o lea ne au onomy in Vie nam’s uni e si ies
and colleges, which has been bese wi h ma e s o
concep ualiza ion and ope a ion a he adminis a i e and
academic le els. Tuan and Anh (2023) published his a icles
abou Vie namese EFL s uden s’ pe cep ions and p ac ices
abou lea ning au onomy in English language lea ning.
Resea ch on E-lea ning and lea ne au onomy in an EFL class
in e ia y ins i u ions in Vie Nam is conduc ed by Lien
(2022), in which she emphasized he signi icance o lea ne
au onomy in online cou ses and he need o p omo e i .
Howe e , ew s udies on he use o Padle o p omo e
s uden s’ au onomy ha e been ca ied ou up o now. Nguyen
and T ang (2023) esea ched he implica ion o pee eedback
on Padle o enhance EFL s uden s’ email w i ing and
mo i a ion.
Al hough a signi ican amoun o li e a u e has been
published on lea ne au onomy in highe educa ion, how o
de elop lea ne au onomy among high school EFL lea ne s in
Vie nam is unde e mined and mo e impo an ly he use o
asks o cul i a ing hei au onomy in he Mekong Del a,
whe e adi ional eache -cen e ed p ac ices a e dominan .
Howe e , he e is s ill a lack o any empi ical esea ch on he
use o digi al pla o ms o pedagogical pu poses o p omo e
sel -di ec ed lea ning in his con ex . Hence, in o de o
b idge he gap, he e is much o be gained om in es iga ing
how Padle can os e au onomy in a high-school EFL
class oom in he Mekong Del a while p o iding bo h
heo e ical conside a ions and p ac ical ideas o EFL
eaching.
2.4. Resea ch objec i es and esea ch ques ions
The objec i e o his esea ch is o explo e ole o Padle in
os e ing lea ne au onomy among EFL s uden s a a public
high school in he Mekong Del a. Speci ically i seeks o
in es iga e s uden s’ pe cep ions o using Padle in English
lea ning, examine how s uden s p ac ice au onomous lea ning
beha io s h ough Padle ac i i ies and iden i y he
acili a ing ac o s and challenges in luencing he use o
Padle o os e ing lea ne au onomy.
The esea ch aims o answe he wo ollowing ques ions: The
i s ques ion is “Wha a e EFL s uden s’ pe cep ions o using
Padle in hei English lea ning?” and he second ques ion is
“How do s uden s p ac ice au onomous lea ning when
engaging wi h Padle ?” and he las ques ion is “Wha do he
acili a ing ac o s and challenges in luence he use o Padle
o suppo lea ne au onomy?”
3. METHODOLOGY
3.1. Resea ch design
This esea ch employed ac ion esea ch design o in es iga e
and enhance he e icacy o using o Padle o p omo e lea ne
au onomy among EFL lea ne s a a public high school in he
Mekong Del a. In addi ion, his s udy also applied a mixed
me hods o collec ing and analyzing da a o achie e deep and
b oad unde s anding and help a oid he exis ing limi a ions
o using solely quan i a i e o quali a i e app oaches
independen ly so ha quan i a i e esul s can also be
alida ed o in e p e ed wi h quali a i e da a as well.
3.2. Pa icipan s
The s udy employed a pu posi e sampling echnique o selec
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he pa icipan s who could p o ide ich and ele an da a
aligned wi h he esea ch objec i es. The o al numbe o he
pa icipan s is o y- ou , including wen y- h ee males and
wen y-one emales, all o whom a e om class 10A3 a Chau
Van Liem High School, An Giang P o ince. These s uden s
had jus s a ed hei i s yea o high school, p o iding a
baseline o implemen ing he in e en ion. The class
demons a ed a aluable di e si y in English p o iciency
le els, based on hei en ance exam esul s: 5 s uden s we e
below a e age, 12 a e age, 14 good, and 13 excellen . This
a ia ion was c i ical o he ac ion esea ch design as i
allowed o obse a ions on how Padle -based asks
in luenced s uden s ac oss he p o iciency spec um.
3.2. Da a collec ion ins umen s
The s udy employed an ac ion esea ch me hod, in which wo
p ima y da a collec ion ins umen s we e implemen ed, he
ques ionnai e and he sys ema ic obse a ion. The
ques ionnai e, adminis e ed wice (p e- and pos -
in e en ion) was signi ican o ga he ing s anda dized,
quan i a i e da a on s uden s’ pe cep ions, a i udes and
epo ed p ac ices ega ding Padle ’s impac on au onomy,
sel - egula ion and mo i a ion. Comp ising 13 i ems on a
i e-poin Like scale, i also includes some open-ended
ques ions o quali a i e eedback on expe iences, challenges,
and acili a ing ac o s. The obse a ions on he p ocess o
s uden s’ ask comple ion on Padle we e made and eco ded
simul aneously wi h he p ocess o s uden s’ doing on Padle .
Key indica o s o lea ne au onomy such as on- ask beha io
(ac i e pos ing ou side class, sel -co ec ion, and cons uc i e
eedback) and o - ask beha io (passi i y, i ele an
commen s) we e ca e ully moni o ed. Mo eo e , he e a e
also a checklis ha speci ically acked ime managemen ,
sel -di ec ion, collabo a ion, sel -assessmen , and c ea i i y.
To ensu e he igo o he s udy, eliabili y and alidi y
p ocedu es we e unde aken be o e he da a collec ion. The
ques ionnai e, de eloped om an exis ing ques ionnai e o
au onomy and echnology in eg a ion, was alida ed by wo
senio lec u e s o EFL o ensu e ha each i em is ele an .
Comp ehensibili y and app op ia eness o i ems we e also
ensu ed by adminis e ing simila ques ions o 44 s uden s as
a pilo adminis a ion. The C onbach’s Alpha o he in e nal
consis ency eliabili y was 0.838, which is conside ed highly
eliable o educa ional esea ch ins umen s. Addi ionally,
he obse a ion checklis was also alida ed by an expe
e iew and aligned o he heo y in a s uc u ed way.
3.3. Da a collec ion p ocedu e
The s udy las ed 11 weeks and was di ided in o wo main
cycles o ac ion esea ch, allowing o e inemen o he
Padle in eg a ion s a egy a e he i s se o obse a ions
and e lec ions. Each cycle included he s ages o planning,
ac ion, obse a ion, and e lec ion (Kemmis & McTagga ,
1988).
Table 3. Ac ion Resea ch Cycles, Ac i i ies, Ins umen s, and Pu poses
Week
Ac i i y
AR phase
Ins umen s
Pu pose o he phase
1
O ien a ion
Sec ion & P e-
Ques ionnai e
Plan (Cycle 1)
Ques ionnai e,
T aining
Es ablish baseline pe cep ions and
amilia ize s uden s wi h Padle and
esea ch expec a ions (Me iam &
Tisdell, 2015)
2-5
Lessons (Topics
5,6)
Ac & Obse e
(Cycle 1)
Obse a ion
checklis
Implemen he ini ial Padle s a egy
and collec eal- ime da a on s uden
engagemen and ini ial au onomy le els
(Dö nyei, 2007)
6
Re lec ion
sec ion & s a egy
adjus men
Re lec (Cycle
1) & Plan
(cycle 2)
Obse a ion da a
analysis
Analyse da a om Weeks 2-5, iden i y
challenges (e.g., low eedback quali y,
ime managemen issues), and e ine
he Padle ask ins uc ions o Cycle 2
(Kemmis & McTagga , 1988).
7-10
Lessons (Topic
7,8)
Ac & Obse e
(Cycle 2)
Obse a ion
Checklis , Final
Obse a ions
Implemen he e ised Padle s a egy.
Special a en ion is gi en o changes in
collabo a i e beha io and engagemen
compa ed o Cycle 1 (Lincoln & Guba,
1985).
11
Pos -
Ques ionnai e &
Final Re lec ion
Re lec (End)
Pos -Ques ionnai e
Measu e o e all change in pe cep ions
and e lec on he inal e ec i eness o
he Ac ion Resea ch p ocess (Cohen e
al., 2018).
No e. AR = Ac ion Resea ch.
Cycle 1: Iden i ica ion, Ac ion, and Ini ial Re lec ion
The i s cycle las ed o 5 weeks, om week 1 o 5. Planning
phase add ess he ini ial p oblem o low s uden au onomy,
pa icula ly in independen w i ing, in ol ing de eloping and
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uploading Padle -based asks o wo hema ic uni s and an
o ien a ion session aken place on he i s week. In his
session, s uden s we e ained on Padle ea u es, e hical
conside a ions we e in oduced and p e-s udy ques ionnai e
was dis ibu ed o es ablish baseline a i udes owa ds
au onomous lea ning. Then, he ac ion phase ( om week 2 o
week 5) obse ed s uden s ‘assignmen comple ion and
engagemen in pee - eedback session. Simul aneously, he
obse a ion phase was ca ied ou sys ema ically by he
esea che , using a s uc u ed checklis and ield no es o
eco d s uden s’ engagemen le els, in e ac ion pa e ns, and
sel -co ec ion equency. The cycle ended wi h he e lec ion
s age a he end o week 5, which e ealed a mixed esponse:
while some s uden s demons a ed high engagemen and sel -
egula ion, o he s s uggled wi h p o iding cons uc i e
eedback and main aining engagemen .
Cycle 2: Adap a ion, In ensi e Ac ion, and Final E alua ion
The second cycle also commenced wi h Planning in week 6.
This planning di ec ly applied he insigh s gained om he
i s e lec ion o adap ac i i ies o wo emaining hema ic
uni s wi h a iew o p omo ing mo e balanced pa icipa ion
and achie ing a highe le el o independen engagemen .
Nex , he ac ion phase om week 7 o 10 expe ienced
s uden s’ applying he adap ed ecommenda ions, pos ing,
commen ing, and ed a ing hei assignmen s acco ding o
hei iends’ commen s and eedback. The obse a ion phase
du ing his phase main ained simila sys ema ic app oach bu
in ensi ied i s ocus on e ised au onomy indica o s: sel -
di ec ion, c ea i i y, ime managemen , and he quali y o
collabo a ion. Week 11 saw he inal e lec ion wi h he
dis ibu ion o pos -ques ionnai e o measu e he inal
changes in s uden s’ a i udes and pe cei ed e ec i eness o
Padle . The da a in he e lec ion demons a ed signi ican
gains in o e all engagemen , coope a i e wo k, and s uden
au onomy. Despi e hese imp o emen s, he e lec ion also
acknowledged mino pe sis en ma e s, including echnical
gli ches and inconsis en con ibu ions om a minimal
numbe o s uden s, which would be add essed in he s udy’s
o e all conclusions and implica ions.
3.4. Da a analysis p ocedu e
The esponses collec ed om he ques ionnai e we e
compiled and analyzed quan i a i ely using desc ip i e
s a is ics (C eswell, 2014). Fi s , he quan i a i e da a we e
ans o med in o coded ca ego ies. They we e hen en e ed
in o SPSS and analyzed s a is ically o equency, mean
sco es, and s anda d de ia ions. The ield obse a ions o he
pa icipan s’ doing assignmen s we e ini ially no ed down and
hen analyzed using a quali a i e hema ic analysis app oach.
In his s udy, obse a ion no es we e i s ansc ibed and hen
ca ego ized in o hemes and pa e ns ega ding s uden s’
in e ac ion, pa icipa ion, and au onomy while hey we e
doing hei assignmen s on Padle walls.
4. FINDINGS AND DISCUSSIONS
4.1. S uden s’ pe cep ions o au onomous lea ning ia Padle
A pai ed samples - es om he ques ionnai e esul s was
conduc ed o make a compa ison be ween s uden s’ a e age
sco es be o e and a e he in e en ion.
As shown in able 4.1, he mean sco e be o e using Padle was
M=3.39, SD=0.41, while he mean sco e a e he
implemen a ion inc eased o M=3.77, SD=0.44.
Table 4.1. Mean compa ison o s uden s’ au onomous lea ning
Measu e
Mean
SD
N
P e-in e en ion
3.39
0.41
44
Pos -in e en ion
3.77
0.44
44
The pai ed samples - es indica ed ha s uden s’ au onomous
le els be o e using Padle a e signi ican ly di e en om
hose a e using Padle . Addi ionally, he mean sco e showed
a sha p inc ease a e he in eg a ion by M=0.38 and
SD=0.03.
Mo eo e , he esul also shows a numbe o (43) = -4.315,
p = .000 (meaning p < 0.001), which sugges s ha he
in eg a ion o Padle had a bene icial e ec on enhancing
s uden s’ au onomous lea ning.
Besides, he pos - ques ionnai e esul s also e ealed
s uden s’ posi i e a i udes owa ds Padle ’s ea u es. 86%
ound Padle easy o use and sui able o hei lea ning s yles.
80% epo ed inc eased mo i a ion and independence when
using Padle . Mos s uden s ag eed ha Padle suppo ed goal
se ing, collabo a ion, and eedback.
4.2. S uden s’ p ac ice on Padle (obse a ion- based e idence)
Based on he ou obse ed w i ing opics, s uden s exhibi ed s ong au onomous lea ning beha io s.
Table 4.2. Summa y o obse a ional indings
C i e ia
Summa y
Time Managemen
44/44 s uden s me deadlines in all ou asks
Sel -Di ec ion
100% o s uden s pos ed wi hou eache eminde s
Collabo a ion
O e 1,015 commen s and eedback exchanged ia Padle
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Sel -Assessmen
S uden s e ised hei pos s a leas wice based on eedback
C ea i i y
C ea i e layou s appea ed in 5–8 pos s pe opic
Challenges
Technical issues dec eased om 3 (Topic 5) o 0 (Topic 8)
Du ing he obse a ion phase, s uden s’ au onomous
beha io s we e examined h ough hei pa icipa ion in ou
w i ing opics pos ed on Padle . Key aspec s o au onomy—
including ime managemen , sel -di ec ion, collabo a ion,
sel -assessmen , and c ea i i y—we e closely moni o ed.
Time managemen : All o y- ou pa icipan s we e epo ed
o consis en ly comple e hei assignmen s on ime ac oss he
w i ing asks in he ou opics assigned by he eache . This
cons ancy clea ly suppo s he pe spec i e ha he
pa icipan s we e able o plan hei lea ning schedule
e ec i ely and main ain punc uali y consis en ly h oughou
he p ocess.
Sel -di ec ion. 100% o he pa icipan s eadily ca ied ou
hei assignmen s on Padle walls wi hou he need o
eminde s om he eache . In compa ison o adi ional
class oom p ac ices whe e s uden s o en equi e eache
p omp ing, his beha io signi ies a no able shi owa d
au onomous lea ning when echnology is e ec i ely
in eg a ed.
Collabo a ion: Pee in e ac ions inc eased s eadily in
numbe s om 240 o 261 and hen o 271 commen s and
eedback en ies, indica ing heigh ened in ol emen and pee
suppo . S uden s’ eedback became mo e academic and
cons uc i e o e ime. They began o ocus no only on
su ace-le el issues bu also on deepe aspec s such as w i ing
s uc u e, wo d choice, and logical cohe ence. Fo ins ance,
Minh Le commen ed, "Line 2: You should eplace he wo d
‘me hod’ ins ead o ‘way o lea ning’ o a oid epe i ion,"
which a ge ed lexical epe i ion. Simila ly, Quynh sugges ed,
"I hink you should sepa a e he suppo ing sen ence and he
explana ion in o wo di e en sen ences," e lec ing
awa eness o pa ag aph de elopmen . Each pos ecei ed
be ween 4 o 6 commen s, p edominan ly om pee s and
occasionally om he eache . The numbe o commen s
indica e he equency o pee eedback, oge he wi h he
imp o emen o quali y o each eedback, sugges s ha Padle
eally se ed as an e ec i e medium o enhance collabo a i e
lea ning and pee endo semen .
Sel -assessmen : 95% o he pa icipan s e ised hei wo k a
leas wice, demons a ing an ongoing p ocess o e lec ion
and p og ess. This i e a i e p ocess sugges s ha he
pa icipan s iewed eedback mo e as a chance o lea ning
and de eloping han as a inal judgmen o co ec ions.
C ea i i y: 59% o all w i ing pos s we e c ea i ely p esen ed,
including colo ul and pa e ned backg ounds, a ious on s,
inspi ing images, and he inclusion o engaging s a is ics o
g aphics. Such c ea i e choices could e lec bo h he
pa icipan s’ digi al li e acy and hei pe sonal in es men and
owne ship o hei lea ning p ocess.
4.3. Facili a ing ac o s, challenges and solu ions associa ed
wi h he implemen a ion o Padle
4.3.1. Facili a ing ac o s
Accessibili y and ease o use. Da a ga he ed om he
ques ionnai e unco e ed ha 95% o he pa icipan s epo ed
Padle was easy o handle. Besides, his use - iendly
in e ace encou age hem o pos , edi , and e ise hei pos s
independen ly wi hou hei eache ’s con inuous guidance.
Mo eo e , obse a ion da a u he con i med his; 100% o
s uden s pos ed hei w i ing on ime and wi hou any
eminde , which indica es ha Padle can empowe s uden s
o ake ini ia i e and manage hei w i ing asks e ec i ely.
Flexible ime managemen . App oxima ely 82% o s uden s
ag eed ha Padle enables hem o ha e he accessibili y o
e iew and ack hei p og ess any ime and ano he 89%
ag eed o s ongly ag eed ha Padle o e s hem he
lexibili y o wo k a hei own pace. In addi ion, mo e han
90% epo ed ha Padle allowed hem o manage hei ime
alloca ion lexibly. This esul was e ealed in he obse a ion
eco ds, which showed ha 100 pe cen o s uden s
comple ed assignmen s wi hin deadlines.
Pee collabo a ion and in e ac ion. 91% o s uden s enjoyed
he collabo a i e ea u es o Padle ha allowed hem o
in e ac wi h pee s and eache s, such as commen ing on and
gi ing eedback on hei pee s’ pos s. This collabo a i e
ea u e was also e iden in he obse a ional da a, whe e he
numbe o pee commen s s eadily inc eased om 240 o 271
ac oss opics 5 o 7.
Sel -assessmen and e ision p ac ices. Nea ly all s uden s
(98%) in he ques ionnai e acknowledged ha Padle enabled
hem o access, e iew and ack hei lea ning p og ess. This
was s ongly suppo ed by obse a ion: a leas 95% e ised
hei w i ing wice o mo e based on pee and eache
eedback.
Mo i a ion and c ea i i y. F om he ques ionnai e, s uden s
exp essed ha ea u es such as colo ul backg ounds and
mul imedia op ions made lea ning mo e enjoyable and
engaging. Mo eo e , he eal- ime upda es and eedback om
eache s and pee s and he sense o accomplishmen when
comple ing asks o con ibu ing o a sha ed boa d make
Padle a wonde ul mo i a ion in hei lea ning. Besides, he
obse a ions con i med his, as app oxima ely 59% o s uden
pos s we e p esen ed wi h c ea i e designs—using a ied
on s, i id images, and engaging s a is ics o g aphics.
4.3.2. Challenges
11% epo ed acing echnical di icul ies when using he
pla o m; ano he 14% ound i ha d o use Padle wi hou
eache guidance; 9% expe ienced limi ed in e ne access.
Addi ionally, 5% epo ed he limi ed ime alloca ed o
Padle ac i i ies wi hin lessons.
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The “Challenges” in he obse a ion amewo k we e
s uden s no knowing how o use Padle , being dis ac ed, and
encoun e ing connec ion e o s. Some s uden s ini ially aced
di icul y in logging in wi h hei own accoun (Obse a ion
no e 1-3). Ac oss he obse ed opics, speci ic echnical
challenges we e no ed. S uden s we e unable o log in wi h
hei co ec accoun s. Besides, dis ac ion when using digi al
pla o ms was epo ed in open-ended esponses. The inal
challenge was he limi ed echnical skills.
4.3.3. S uden s’ sugges ed solu ions
F om open-ended ques ionnai e esponses, he e we e
nume ous ecommenda ions om he pa icipan s. Fi s o all,
s uden s p oposed mo e eache guidance in he i s week and
an ongoing echnical suppo du ing he esea ch p ocess.
Secondly, be e Wi-Fi suppo du ing w i ing asks is
necessa y. Thi dly, he use o Padle in o he subjec s o
maximize i s u ili y should be encou aged.
The e idence collec ion om bo h he ques ionnai e and he
obse a ion indica es ha Padle signi ican ly con ibu ed o
s uden s’ de elopmen o au onomous lea ning skills. Bo h
quan i a i e sco es and quali a i e beha io s con i med i s
e ec i eness. The indings also poin ed p ac ical ac o s and
challenges ele an o u u e implemen a ions.
4.4. Discussions
4.4.1. Padle as a ool o au onomous lea ning
The igu e collec ion o his s udy signi ies ha Padle can
wo k as a bene icial digi al assis an in os e ing au onomous
lea ning among EFL lea ne s.
The ques ionnai e s a is ics e eal ha mos s uden s had
conclusi e pe cep ions o Padle . They ag eed on i s
con enience, accessibili y, collabo a ion na u e, c ea i i y,
mo i a ion, lexibili y, and sel -assessmen and ac i ely
engaged in lea ning ac i i ies h ough he pla o m. The
esul s well ma ch many p e ious esea ch which highligh s
Padle ’s capaci y o enhance lea ne au onomy wi h coun less
oppo uni ies o collabo a ion, in e ac ion, and sel -di ec ed
lea ning (Suha diana, 2023). Mo eo e , such ou comes a e
also consis en wi h he use ulness o Padle poin ed ou by
Dollah e al. (2021). This aligns wi h Padle p omo ing
s uden owne ship o lea ning in e ia y se ings (Roh & Kim,
2019), which bene i s also applicable o younge lea ne s in a
high school con ex acco ding o he p esen s udy.
The obse a ion da a co obo a ed hese indings,
demons a ing s uden s' abili y o manage hei ime
e ec i ely, comple e assignmen s independen ly, and be
c ea i e in doing asks. Addi ionally, he s uden s consis en ly
me deadlines wi hou eminde s, backed up hei pee s’ wo k
wi h cons uc i e eedback and au onomously e ised hei
w i ing pos s wi h he help o hei pee s’ eedback and
commen s. Such beha io s a e consis en wi h he esea ch on
pee eedback on Padle o enhance EFL s uden s’ w i ing and
mo i a ion (Nguyen & T ang, 2023).
4.4.2. Padle o engagemen and collabo a ion
Padle signi ican ly enhances lea ne engagemen and
collabo a ion in lea ning ac i i ies. Tha 84% o pa icipan s
acknowledged Padle as a aluable pla o m o collabo a i e
p ojec s sugges s ha Padle ’s ea u es suppo g oup wo k
e ec i ely, allowing s uden s o pool hei knowledge eely,
spli asks easily, and cons uc unde s anding collec i ely
among membe s. Padle holds a powe o lea ne s’
pa icipa ion encou agemen . The high pe cen age o
ag eemen (98%) con i med Padle ’s oles in encou aging
ac i e pa icipa ion and pee eedback. Padle is also epo ed
o e ec i ely os e eamwo k. The unc ion o o ganiza ion
can assis pa icipan s o s uc u e hei collabo a i e asks,
making i easie o hem o coo dina e hei own wo k and
e o s owa ds a common goal.
4.4.3. Challenges in using Padle o os e au onomous
lea ning among EFL lea ne s
One o he g ea es challenges is he echnical ba ie s. Some
s uden s epo ed ha hey we e unable o log in he accoun
o he In e ne connec ion was some imes cu o .
Addi ionally, o he s exp essed a need o mo e echnical
guidance om hei eache and addi ional ime o comple e
hei assignmen s.
4.4.4. Solu ions o o e come challenges
The i s se o solu ions is gi en o echnical ba ie s. I i s ly
in ol es p o iding comp ehensi e ini ial and ongoing
echnical suppo and aining- such as guided aining
sessions o ideo u o ials- o ge s uden s amilia wi h he
pla o m (Amin & Sunda i, 2020). In addi ion, i is essen ial
o ensu e eliable and s able In e ne access and in ensi y
lesson ime, especially in unde - esou ced se ings (Gha i ek
& Rosdy, 2015). Finally, sca olding ac i i ies can also ease
he ansi ion o digi al ools, encou age pa icipa ion, and
g adually inc ease s uden independence (Van de Pol e al.,
2010).
Ano he se o solu ions is ese ed o enhancing lea ne
mo i a ion and au onomy such as designing engaging asks
wi h clea expec a ions and c i e ia (Ma in & Bollige ,
2018); making di e se and i id lessons by inco po a ing
di e se opics connec ing wi h s uden s ‘in e es s and eal-li e
con ex s (Deci & Ryan, 2000); and ha ing posi i e a i udes
owa ds s uden s’ wo k and e o s.
5. CONCLUSION
The s udy has o e ed compelling e idence and aluable
insigh s in o he e ec i eness o Padle o os e EFL lea ne s’
au onomous lea ning and enhance s uden engagemen and
collabo a ion. I , howe e , p esen s ce ain una oidable
limi a ions ha may a ec he comp ehension and
gene alizabili y o he indings. These can be lis ed as he
small-scale numbe o pa icipan s, he limi a ion o he
gene alizabili y o he indings, he absence o iangula ion
om mul iple da a sou ces which declines he indings’
alidi y and eliabili y.
He e a e some impo an guides o eache s o ake in o
conside a ion when applying Padle in he class ooms. Fi s ly,
guidance and aining should be su icien . Teache s ough o
ins uc s uden s how o se ealis ic goals, ack p og ess,
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handle lea ning ime well, and e lec on hei lea ning.
Secondly, eedback p ac ices and a sa e and suppo i e
en i onmen should be a ailable o pee in e ac ion.
Teache s ough o inspi e lea ne s o gi e as much eedback
as possible. Thi dly, eache s need o ca e ully conside
s uden s’ emo ional engagemen on he lessons. Teache s
should s i e o inco po a e a wide ange o ac i i ies o
s imula e mu ual con ac , collabo a ion, and a communal
meaning wi hin he class oom. Finally, he e should be
con inuing conside a ion and modi ica ion o eaching
p ac ice. Teache s need o cons an ly assess he e ec i eness
o hei echnological in eg a ion s a egies and make
adjus men s based on s uden p og ess and obse ed
ou comes.
Se e al a enues o u he esea ch could be expanded upon
hese indings. Fi s , u u e esea ch need o se up s udies
wi h a signi ican ly wide- anging sample o EFL lea ne s o
deal wi h he limi a ion o sample size. Nex , u u e esea ch
should look in o he e ec i eness o Padle in a a ie y o
educa ional se ings beyond a single high school con ex so as
o conque he se ing-speci ic ea u e o he s udy. Then,
u u e esea ch ough o inco po a e a mix-me hod app oach
wi h a g ea e emphasis on quali a i e da a and objec i e
measu es o alle ia e he eliance o sel - epo ed
ques ionnai e da a and obse a ion no es.
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