Improving Writing Skills through Essay Writing via 'Write & Improve' for Error Analysis and 'Padlet' for Collaborative Writing & Peer Review

Abstract

This study was carried out to improve the undergraduates’ writing skills through essay writing via Cambridge English 'Write & Improve' synchronously in the classroom for error analysis and 'Padlet' asynchronously outside the classroom for collaborative writing and peer review. However, previous research proved that Cambridge English 'Write & Improve' and Padlet could enhance students' engagement in mastering writing skills. It also recommended that the students be allowed to self-correct the most recurring errors in their writing tasks through error analysis using 'Write & Improve', and the students should go through peer review by writing collaboratively using Padlet. In this study, the researchers employed a quantitative and cross-sectional study by gathering and evaluating the results of two research groups, the control and experimental groups, both in the pre-test and the post-test. The experimental group pursued the training through digital learning, while the control group used traditional learning. However, after the post-test, the researchers administered the Paired t-test, as the sample size is 30 ( ), as part of the statistical analysis. The results showed that the calculated t (10.66) tabulated t (1.740) proved that the writing assessment training was effective. The Null Hypothesis , which said that the training had no significant effect because there was no significant improvement in the experimental group after the training, was rejected, and the Alternative Hypothesis (H₁), which said that the training was effective because there was significant improvement in the experimental group after the training was accepted. Therefore, the findings demonstrated a subtle growth in the experimental group's writing skills in the post-test after three months of training.