Revista de Investigación en Ciencias de la Educación
Vol. 4, No 8, julio - diciembre 2026, 105-119
ISSN: 3073-1461
https://revistasfiecyt.com/index.php/riced
105
The effect of using Padlet on the development of english speaking skills in
foreign language contexts
El efecto del uso de Padlet en el desarrollo de las habilidades orales en
contextos de inglés como lengua extranjera
1
Adriana Del Rocío Valencia Arcos
2
Daniela Alejandra Bonilla Yucailla
1
Autor de correspondencia:
arvalencia91@gmail.com
1
Universidad Técnica de Ambato.
Ecuador.
arvalencia91@gmail.com
https://orcid.org/0009-0009-4950-9143
2
Universidad Tecnológica Indoamérica.
Ecuador.
alejandrabonilla@uti.edu.ec
https://orcid.org/0000-0002-3792-6937
Datos del artículo:
Recibido: marzo 27, 2026
Aceptado: abril 22, 2026
Publicación: julio 08, 2026
Keywords:
Padlet, computer-assisted language
learning, second language acquisition.
Palabras clave:
Padlet, enseñanza asistida por
computadora, adquisición de segunda
lengua.
DOI:
https://doi.org/10.53877/h1ge7g95
Este artículo está bajo la licencia
Abstract
This study critically synthesizes peer-reviewed literature on the use of
Padlet as a pedagogical tool for developing EFL speaking skills, with
particular attention to underrepresented South American contexts. A
qualitative narrative review, following the adapted PRISMA 2020
guidelines, was conducted using Google Scholar, ERIC, Scopus,
ScienceDirect, and regional repositories, covering the period 2014–
2026. A total of 39 studies were selected after systematic screening.
Padlet is theoretically grounded in Vygotsky's Sociocultural Theory
and Computer-Assisted Language Learning frameworks. The most
consistently documented effects are a reduction in foreign-language
speaking anxiety and an increase in learner confidence. Evidence for
direct effects on fluency, accuracy, vocabulary, and pronunciation
remains indirect and methodologically constrained. While preliminary
studies exist in Ecuador, empirically rigorous research on Padlet's
specific impact on speaking sub-skills is virtually absent from the Latin
American context, underscoring the need for quasi-experimental
studies in this region.
Resumen
El presente estudio sintetiza críticamente la literatura revisada por
pares sobre el uso de Padlet como herramienta pedagógica para
desarrollar las habilidades orales en inglés como lengua extranjera
(EFL), con especial atención a los contextos sudamericanos
subrepresentados. Se aplicó una revisión narrativa cualitativa
siguiendo los lineamientos adaptados del protocolo PRISMA 2020,
consultando Google Scholar, ERIC, Scopus, ScienceDirect y
repositorios regionales en el período 2014–2026, de donde se
seleccionaron 39 estudios tras un proceso sistemático de cribado. Padlet
se sustenta teóricamente en la Teoría Sociocultural de Vygotsky y en
los marcos de enseñanza asistida por computadora. El efecto más
consistentemente documentado es la reducción de la ansiedad al hablar
en lengua extranjera y el incremento en la confianza del estudiante. La
evidencia sobre efectos directos en fluidez, precisión, vocabulario y
pronunciación sigue siendo predominantemente indirecta y
metodológicamente limitada. A pesar de algunos estudios
preliminares en Ecuador, la investigación empíricamente rigurosa
sobre el impacto específico de Padlet en los componentes de la
expresión oral es prácticamente inexistente en el contexto
Adriana Valencia / Daniela Bonilla
RICEd: Revista de Investigación en Ciencias de la Educación, Vol. 4, No 8, julio - diciembre 2026, 105-119 106
latinoamericano, lo que subraya la necesidad de estudios
cuasiexperimentales en la región.
Forma sugerida de citar (APA):
Valencia Arcos, A. y Bonilla Yucailla , D. A. (2026). The effect of using Padlet on the development of english
speaking skills in foreign langua ge contexts. RICEd: Revista de Investigación en Ciencias de la Educación. 4(8),
105-119. https://doi.org/10.53877/h1ge7g95
INTRODUCTION
Technology integration has become a crucial component of contemporary teaching and
learning methods in the twenty-first century, radically changing instructional strategies in all
subject areas, especially English language instruction. By giving students more flexibility,
access to worldwide resources, and genuine, interactive learning experiences, digital tools
have drastically changed the field. Pedagogical practices in the context of English as a Foreign
Language (EFL) have been permanently redefined by the rapid adoption of these tools during
and after the pandemic. Increased learner engagement, better academic performance, and
individualized learning experiences are just a few of the many benefits of using technology in
EFL instruction (Zhang, 2019; Giyazova, 2026). However, for it to be implemented
successfully, issues with student-teacher interaction, instructor preparation, and the
alignment of technological advances with educational objectives must be carefully
considered.
In response to digital technology, however, the teaching practices of English language
instruction have undergone significant change with the aim of providing more autonomy and
engagement and facilitating global connectivity (Qizi & Giyazova, 2026). In the line of studies
by Felcida and Parameswaran (2024), technology-mediated learning signifies a substantial
shift in educational practice toward more adaptable, interactive learning environments.
Digital literacy has been consistently linked to measurable outcomes across a variety of
language-related tasks, like speaking fluency, listening comprehension, and vocabulary skills.
Digital tools in language education have been associated with significant improvements in
these abilities, with specific tools such as Quizlet, Google Docs, Padlet, YouTube, and
Grammarly often used to personalize learning experiences and enhance communicative
competence (Liu, 2025).
Despite these technological advances, fostering oral communication skills remains one
of the most persistent challenges in EFL instruction. In this context, instructors and students
alike face a host of obstacles, which together hinder spoken expression development:
educational barriers, comprising teacher-centered teaching strategies and large student
bodies; linguistic barriers, including errors in speaking the language and over-reliance on the
native tongue; affective causes such as fears and lower motivation especially toward speaking
a foreign language; and environment, in terms of limited opportunities for interactions and
resources. These overlapping obstacles form an urgent deficiency in non-academic
communicative practice, a key limitation on oral competence development of those who learn
EFL, since more effective means of communication are not available beyond the classroom.
(Richards & Renandya, 2002).
The impact of Padlet on the development of EFL speaking abilities has not been
sufficiently synthesized, particularly in South American settings, despite ongoing research on
technology-enhanced language learning. Although obstacles to oral communication
competence among Ecuadorian EFL learners have been well identified, research on the use of
Padlet to improve speaking abilities in Ecuador is essentially absent from the available
The effect of using Padlet on the development of english speaking skills in foreign language contexts
© Fundación Internacional para Educación la Ciencia y la Tecnología, “FIECYT” 107
literature (Lara Zambrano & López, 2023). Therefore, the body of research on the effect of
Padlet use on the development of speaking skills in EFL situations is critically evaluated and
synthesized in this theoretical review. The main study question is: What gaps exist in the
current body of evidence, particularly in South America and Ecuador, and how does the use
of Padlet as a digital educational tool encourage the development of speaking skills in EFL
contexts?
Speaking Skills in EFL: Definition and Components
Literature Review
Speaking Skills in EFL Contexts: Definition and Components
Speaking proficiency is generally viewed as an essential aspect of language competence
(Richards & Renandya, 2002). It is the most challenging productive skill in EFL pedagogy, in
that it requires the simultaneous juggling of various linguistic, cognitive, and affective
processes, in other words, to produce and comprehend spoken language. It is, however, by
far the hardest and most complex skill to learn, even though it is vital for communication. The
domain of oral communication involves many interrelated components, such as
pronunciation, grammar, vocabulary, fluency, and comprehension, which must be mastered
in order for an individual to communicate effectively and successfully with others. The chart
shows multiple subskills related to oral communication:
Taken from Canale & Swain (1980), Celce-Murcia (2007), Levelt (1989), Thornbury (2005)
Speaking is a communication skill that involves two essential elements that, despite their close
relationship, tend to become tense. On the one hand, accuracy refers to the extent to which
language use conforms to established norms, including aspects such as pronunciation,
vocabulary, and syntax (Yuan & Ellis, 2003). On the contrary, fluency is defined as the ability
to produce oral language constantly without pauses or unnecessary delays (Skehan, 1996).
The challenge for learners is that focusing exclusively on linguistic correction may limit
fluency, whereas an emphasis on fluency often masks the message's formal precision (Skehan
& Foster, 1997). Because of this, effective oral expression instruction must balance these two
factors while integrating vocabulary development, formal accuracy, and communication
confidence (Richards & Renandya, 2002).
This skill is the most challenging productive skill in EFL training and requires
simultaneous coordination of multiple linguistic and cognitive processes. The five
components of effective oral communication include fluency, accuracy, vocabulary,
pronunciation, and communicative confidence. Fluency is about being able to speak with
minimum pauses and at a reasonable rate and accuracy is being able to use grammar and
syntactic conventions correctly. A strong vocabulary enables learners to convey meaning
accurately; also, pronunciation ensures that their spoken communication is intelligible to
listeners. The extent to which learners engage in spoken interaction is intrinsically linked to
communicative confidence, which is also related to willingness to communicate (WTC)
(Richards & Renandya, 2002).
Some of the linguistic difficulties that EFL learners face in speaking include limited
vocabulary, grammar issues, and pronunciation difficulties. Also, barriers such as low self-
confidence and fear of speaking incorrectly are among the most commonly reported
challenges to oral participation in EFL classrooms. For this reason, the affective dimension of
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speaking development is theorized through Krashen's Affective Filter Hypothesis (1985),
which posits that emotional and motivational variables, such as anxiety, self-confidence, and
motivation, act as psychological filters that either facilitate or hinder language acquisition.
When the emotional filter is raised, intelligible input cannot reach the language-learning
device; conversely, when the filter is lowered in supportive, low-anxiety contexts, acquisition
is more successful.
The importance of speaking instruction in the acquisition process is compelling
educators and researchers to consider technology for supporting oral proficiency, confidence,
and communicative competence, regardless of the student population. One of the key
affordances of collaborative digital tools is the possibility of peer noticing, which is especially
salient when learners interact with a shared digital board; for instance, they are inevitably met
with another’s linguistic perspective, provoking impromptu metalinguistic reflection and
communicative negotiation.
Technology-mediated language learning began in the 1960s with the birth of
Computer-Assisted Language Learning (CALL), which introduced drill-based computer-
assisted exercises (Warschauer & Healey, 1998; Bax, 2003). The latter developed rapidly with
the rise of personal computers in the 1980s, the internet in the 1990s, and high-level
multimedia and web infrastructure subsequently accelerating it (Sánchez, 2015; Torsani,
2016).
Based on this the widespread use of mobile technologies, particularly smartphones
and tablets, in the early 21st century provided the seedbed for Mobile-Assisted Language
Learning (MALL) (Al-Kadi, 2018). MALL is a recently emerging area that develops CALL for
specific applications and digital resources, including blogs, wikis, and social networks,
complemented by immersive learning environments in virtual worlds (Gabarrón Pérez et al.,
2015). The fundamental value of MALL in language teaching lies in its ability to make learning
more accessible, flexible, and far-reaching. Both MALL and CALL have become essential
pillars of oral language instruction. MALL, in particular, fosters self-directed and
collaborative learning and demonstrates great adaptability across formal, non-formal, and
informal educational contexts. Among its main benefits are increased student engagement,
accessibility, and the ability to personalize learning. However, it also presents significant
challenges, including digital equity, concerns about screen time, and the reliability of content
(Hwang, Rahimi & Fathi, 2024).
Within this range of technologies, Web 2.0 collaborative tools like Padlet have
emerged as pedagogically advantageous tools, combining CALL with the accessibility and
social features of Mobile-Assisted Language Learning. Cooperative learning theory, based on
elements from Vygotskian and constructivist theory, identifies joint inquiry, collaborative
problem-solving, and extensive peer involvement as the most productive processes of
knowledge development.
Theoretical Frameworks Underpinning Padlet Use in EFL
Padlet (formerly Wallwisher) was founded by Nitesh Goel and Pranav Piyush in 2008. It was
formally incorporated in 2012. By 2013, its user base had grown significantly during the
COVID-19 pandemic, with educators and students around the world welcoming remote
learning platforms. It's a visually appealing, user-friendly platform. Furthermore, because
Padlet can be used on internet-connected devices, students do not need to download software
(Tran et al., 2024).
Padlet is a complementary online collaboration platform that acts as a virtual
interactive wall where users can instantaneously create, share, and organize multimodal
The effect of using Padlet on the development of english speaking skills in foreign language contexts
© Fundación Internacional para Educación la Ciencia y la Tecnología, “FIECYT” 109
content. It is also referred to as a digital whiteboard for communication between teachers and
students to share information in real time via text, images, or videos, and is a synchronous
online learning format that allows all participants to engage together (Mehta et al., 2021;
Shuker & Burton, 2021). It has been used in various educational settings at the primary,
secondary, and tertiary levels. Furthermore, its intuitive, social media-like design requires
minimal technical training, making it suitable for learners at any level of education and in all
situations.
Padlet is a pedagogical tool that brings students into the EFL classroom by enhancing
a sense of belonging and helping them communicate better, not just as another technical tool.
It is based on Vygotsky's social constructivist learning theory, which emphasizes how
knowledge is actively constructed through cooperative and social interaction, with
participants who engage in social situations gaining awareness of it (Vygotsky, 1978). From a
sociocultural perspective, learning and development are interactive processes in which social
interaction mediates language acquisition. Piaget's constructivist perspective builds upon
Vygotsky's social theory by emphasizing that knowledge is actively constructed among
learners through personal experiences and interactions with their environment. Language
learning is an active process of meaning construction rather than a passive absorption of
information; meaning learning occurs through collaboration with others.
Collaborative learning theory (CLT), which draws on both Vygotskian and
constructivist principles, suggests that the most effective ways to build knowledge are
engaging in cooperative inquiry, solving problems together, and spending extended stretches
with peers (McLeod, 2025). CLT is an authentic communicative practice in EFL speaking
education that encourages negotiating the meaning of speech, developing conversation in co-
creation, and developing interactional skills through dialogue with peers, thus benefiting
speaking ability (Butarbutar, 2025). Padlet was initially adopted in education primarily for
writing and collaborative tasks; its multimodal features gradually positioned it as a tool with
significant potential for oral language development. This collaborative dynamic is critical to
understanding why this platform, expressly designed for shared, interactive participation, is
becoming increasingly popular as a tool for EFL speaking development.
Padlet is an asynchronous, communicative learning platform that enables student
interaction, fostering interactive, collaborative, and student-centered education (Alabbad,
Abbad, & Huwamel, 2020). They talk, share ideas, offer feedback, and support each other,
creating an inclusive social learning environment rooted in sociocultural theory. By fostering
student autonomy in the use of various forms of expressions such as text, video, audio, and
images, this approach directly contributes to the development of communicative competence
and the strengthening of peer interaction (Villarama, Pilien, & Villamar, 2025). This student-
centered approach aligns with the principles of constructivism, which emphasize autonomy,
experiential learning, and the active role of students in constructing their own knowledge
(Yakar et al., 2020). Through its interactive features, Padlet promotes student discourse, as
well as collaborative idea development, making their education more meaningful and
relevant. Furthermore, it facilitates student engagement in an active, reflective learning
process, which promotes motivation (Chan & Chung, 2024).
RQ2: To what extent does the use of Padlet contribute to the development of speaking skills?
The current section responds to RQ2 by analysing the data about Padlet and its role in EFL
speaking development. It is important to remember right off the bat that there is a scarcity of
empirical research examining Padlet’s own and isolated effect on the speaking components of
fluency, accuracy, vocabulary, pronunciation, and learner confidence. Most studies focus on
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how Padlet would impact the development of writing, collaborative learning, and
communication more broadly. Nonetheless, a theoretically rooted assessment of Padlet’s
potential to influence each of the speech ingredients is enabled by a combination of the
existing Padlet literature and research on similar digital tools.
Currently, there is minimal empirical data from the literature investigating the effect
of Padlet on speaking fluency. However, studies of technology-mediated oral output in
general are very useful for exploring how Padlet’s design contributes to fluency development.
Research on technology-mediated task-based language teaching shows notable
improvements in EFL learners' speech rate and accuracy (Fathi, Rahimi, and Derakhshan,
2024) after extended participation in digital oral tasks. Results demonstrate that fluency
features are closely related to other speaking dimensions, such as accuracy and lexical
diversity.
Padlet has proven effective in increasing collaborative knowledge generation and
strengthening communication skills in language-learning classrooms. It encourages flexible
learning and educational management, which could accelerate speaking by facilitating active
participation and engagement. Posting films and podcasts and commenting on others’ work
on Padlet has been found to facilitate oral competence and to raise awareness of speaking
challenges (Kobayashi, 2024; Cuadros Puertas, 2025).
The speaking elements in which Padlet’s positive effects were clearest and longest-
lasting were learner confidence and reduced anxiety. According to a thematic analysis, they
found that the key benefits of Padlet for language-learning contexts include ease of use,
collaborative interaction, and reduced social anxiety. Studies consistently show that students
feel much freer to express their thoughts on Padlet than in a traditional classroom. — findings
that directly reflect what Krashen (1982) recognized as the prerequisite conditions for
successful language acquisition, whereby collaborative and interactive features create a
relaxed environment where students are able to overcome speaking anxiety and experience
increased self-confidence. High motivation and increased willingness to communicate have
been found to correlate with positive interactions within Padlet in cross-cultural
environments. Active interaction and conversational opportunities promote flexible learning
and better learning management, thereby enhancing speaking abilities (Ali, Saleem, Anwar,
Alharbi, and Hanif, 2024; Kobayashi, S., 2024).
Generally speaking, the evidence reviewed in this section underscores a glaring
asymmetry in the literature: the positive impact of Padlet on learner engagement, confidence,
and overall communicative participation is well-established, but many studies that do an
objective and comprehensive measure of its specific effect on specific components of speaking
– especially, fluency, accuracy, vocabulary, and pronunciation – remain astonishingly
underresearched. Rather than relying on oral assessment instruments developed specifically
for each component, most existing work relies on learner perception surveys or broad
assessments of communicative competencies. Further experimental or quasi-experimental
exploration is necessary to address this methodological gap, especially in underrepresented
EFL settings, such as Ecuador and South America, where there is currently no Padlet-specific
speaking research.
The existing literature on utilizing Padlet for improving speaking skills in EFL
contexts, which in turn has implications for Ecuador and South America. The review analyses
the interrelated components of the gap: methodological, geographical, and contextual, and
finishes with calls for new research. The first problem is the methodological limitations of
Padlet and Speaking Research. The main limitation in the current literature is methodological.
There is notably limited research evaluating the discrete effect of Padlet on each speaking
element.
The effect of using Padlet on the development of english speaking skills in foreign language contexts
© Fundación Internacional para Educación la Ciencia y la Tecnología, “FIECYT” 111
Studies on Padlet's effects on speech outcomes at the component level are rare in the current
literature. This constraint illustrates a general trend in CALL research: the handful of studies
focusing on technology-enhanced speaking research emphasize one or two specific sub-skills,
such as pronunciation and fluency, rather than evaluating all speaking sub-skills
simultaneously. However, most relevant Padlet research has relied primarily on general
communicative competence measures or learner impression surveys rather than established,
component-specific instruments for evaluating performance. These instruments cannot,
therefore, isolate the effects of Padlet on fluency, accuracy, vocabulary, pronunciation, or
confidence (Bi, L., 2023).
While research on technology-mediated speaking has risen substantially from 2020 to
2024, the field remains dominated by studies conducted in East Asian and Middle Eastern
contexts, with Latin America and sub-Saharan Africa among the most underrepresented
regions worldwide. This spatially asymmetrical structure limits the generalizability of current
work to culturally diverse contexts with distinct sociolinguistic features. The second
dimension of the disparity is geographical. Current studies of Padlet and EFL speaking have
largely centered on the Middle East and Southeast Asia, resulting in substantial
underrepresentation of Latin America, especially Ecuador, in this evidence set, thereby
casting doubt on the generalizability of these studies to contexts with varied sociolinguistic,
educational, and infrastructural characteristics.
The most common institutional obstacles appear in public schools in Ecuador, where
the majority of EFL learners are taught (Guerrero Rodriguez & Moreira Baquerizo, 2025).
Despite this challenging environment, emerging evidence suggests that digital devices have
a positive effect on speaking in the practices of Ecuadorian EFL teachers who use digital tools
effectively. Recent work in Ecuador shows that technology-enhanced methods can be
effective. The specific challenges faced by students of English as a foreign language in Ecuador
closely align with the pedagogical possibilities offered by Padlet. This convergence makes the
country particularly fertile ground for further exploration of this tool in developing oral
expression. Recent research has already begun to highlight Padlet's value in the language
classroom, particularly as an effective resource for vocabulary teaching. According to Mina
Vásquez et al. (2025), the platform facilitates collaborative work and resource sharing in an
interactive environment, contributing to more dynamic and participatory learning. Further,
Ortiz et al. (2025) found that interactivity, visualization, immediate feedback, and
gamification significantly boost student engagement. This research suggests Padlet may be a
valuable tool for facilitating vocabulary development in schools.
Dos Santos and Luque-Agulló (2025) have claimed that technology increases student
motivation and engagement in oral skill practice by enabling participation in the learning
process. In addition to group projects, students can engage in open sharing, with digital tools
offering instantaneous feedback – all fundamental for improving speaking skills (Dos Santos
& Luque-Agulló, 2025). This means that platforms for real-time communication and
collaboration, like Padlet, may be feasible in EFL contexts in Ecuador. In communication skill
acquisition, Lara Zambrano et al. (2023) found that the Padlet platform significantly increased
peer communication, idea exchange, dialogue establishment, comprehension, and responses
in conversations, demonstrating its effectiveness as a teaching aid for enhancing
communication skills in foreign language learning.
Padlet offers a low-pressure environment for oral practice, helping to reduce common
problems in traditional classrooms, such as limited opportunities to speak or fear of making
mistakes. The platform allows students to record audio responses, comment on classmates'
posts, and hold asynchronous conversations. Incorporating this tool into teacher training
programs in Ecuador could provide future educators with new ways to promote oral
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expression in their classes, preparing them to use it effectively in developing this skill. The
overall contribution and the most critical implication of the current review are the existence
of evident speaking proficiency difficulties that the nation has, the theoretical alignment and
low-anxiety design of Padlet, and the particular barriers with which Ecuadorian EFL learners
have to overcome when speaking, and the absence of any empirical studies that have tested
this alignment. Filling this gap with thoughtfully planned empirical research would be a
major contribution to the CALL literature and to the advancement of EFL speaking instruction
across South America.
A quasi-experimental design that extends beyond blanket feelings and tests the actual
impact of Padlet on speaking skills would be of tremendous value to future research. Using
validated rubrics, the researchers could explore the impact of this tool on fluency, accuracy,
vocabulary use, pronunciation, and students’ communicative confidence. In addition,
administering assessment testing (e.g., adapted versions of the Oral Proficiency Interview OPI
or descriptors of the Common European Framework of Reference (CEFR)) of oral proficiency
could facilitate useful comparison between Padlet-based instruction and traditional teaching
methods implemented in Ecuadorian EFL classes. Alongside test outcomes, it would be
beneficial to learn from students’ and teachers’ perceptions of component-specific oral
evaluation tools to develop a fuller understanding of Padlet's role in shaping speaking. These
kinds of studies would not only overcome the methodological obstacles identified in this
study but also provide teachers in Ecuadorian schools with realistic, context-relevant
information.
MATERIALS AND METHODS
To ensure transparency in source selection and analytical rigor, a qualitative narrative review
approach was used, adapted from the PRISMA 2020 framework (Page et al., 2021). PRISMA
was originally developed for systematic reviews, but to improve reliability, its structured
approach is increasingly used for narrative theoretical reviews (Sukhera, 2022). This review
investigated, synthesized, and critically examined prior studies on the use of Padlet for the
development of oral expression in EFL contexts, rather than collecting primary data from
human subjects.
The review's scope is both descriptive and exploratory; it maps the current state of
theoretical and empirical knowledge on the subject and examines a topic that has received
little attention: the use of Padlet to teach speaking skills in Ecuador and, more broadly, South
America (Creswell & Poth, 2018). A theme narrative synthesis technique was used for data
analysis (Popay et al., 2006), organizing and analyzing the chosen literature in accordance
with the main research topic.
Search Strategy and Databases
A comprehensive search was carried out using regional repositories such Ciencia Latina, Polo
del Conocimiento, and UNESUM Ciencias in addition to Google Scholar, ERIC, Scopus,
ScienceDirect, and ResearchGate. Given the geographic focus of this research, the inclusion of
Latin American repositories was a purposeful methodological choice. The following search
terms were used both separately and in conjunction with the AND and OR Boolean operators:
- "Padlet AND EFL AND speaking"
- "Padlet AND oral skills AND language learning"
"digital tools AND speaking development AND EFL"
The effect of using Padlet on the development of english speaking skills in foreign language contexts
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"CALL AND speaking AND EFL"
"Vygotsky AND ZPD AND EFL AND digital tools"
"Krashen AND affective filter AND EFL speaking"
"EFL AND speaking AND Ecuador"
"EFL AND speaking AND South America"
"technology AND English language teaching AND Ecuador"
Criteria for Inclusion and Exclusion
In accordance with the PRISMA 2020 transparency requirements, inclusion and exclusion
criteria were established before the search (Page et al., 2021). Except for basic theoretical
articles (Vygotsky, 1978; Krashen, 1985; Richards & Renandya, 2002), the chosen period was
2014 to 2026. As shown in Table 1, all criteria were applied consistently throughout the
selection process.
Table 1
Inclusion and exclusion criteria were applied in the literature selection process
Criterion
Inclusion
Exclusion
Source type
Peer-reviewed journal articles, book
chapters, official curriculum documents;
Blogs, non-academic websites,
unpublished theses, grey literature
Time period
2014 to 2026; theoretical classics (Vygotsky,
1978; Krashen, 1985; Richards & Renandya,
2002)
published before 2014, except in the
foundational theoretical works.
Language:
Language
English and Spanish;
other languages
Topic
Padlet in EFL, speech skills, digital tools,
and oral production (EFL in
Ecuador/South America), CALL/MALL
frameworks, none related to speaking or
oral production;
Padlet studies solely on writing or
reading.
Geographic scope
International studies with a focus on EFL
studies within the domain of
Ecuador/South America that focus on RQ3
studies with a different focus, because of
cultural identity and language in Spanish,
and communication, which are unique to
the EFL context.
Accessibility
Open-access or institutional libraries
accessible for reading or writing papers
(open access only), where whole texts are
no longer available, are not relevant to the
topic of learning and writing.
Any references and full texts were
unavailable (e.g., the reference papers in
their books or lectures, which are
available in EFL, or study papers that have
been translated into English).
After looking through the databases for titles and abstracts, they were researched and
evaluated for relevance to the three research questions we were interested in. The sources that
met the inclusion criteria that provided the reference literature were subsequently retrieved
and researched. According to PRISMA 2020 reporting processes, the four stages of selection
were identification, screening, eligibility, and inclusion.
From there, the retrieved literature was organized thematically according to the
research questions. The first field of inquiry focused on the development of Padlet’s
theoretical models and on pedagogical aspects, drawing on authors such as Vygotsky (1978),
Krashen (1985), Sukhera (2022), and on the analysis of CALL and MALL (Al-Kadi, 2018;
Hwang et al., 2024). The second field of inquiry focused on studying literature on the effects
of Padlet on various aspects of oral and communication competence, like Kobayashi (2024),
Villarama et al. (2025), and Cuadros Puertas (2025). The third field of exploration would be
Ecuadorian or South American knowledge of English as a foreign language, based on the
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work of Guerrero Rodríguez & Moreira Baquerizo (2025), Dos Santos & Luque-Agulló (2025),
and Lara Zambrano & López López (2023).
The analysis was conducted using a framework of thematic narrative synthesis (Popay
et al., 2006), which enables critical and integrative analysis rather than a mere assessment of
the literature.
Figure 1 illustrates the article selection process we used for this revision in accordance
with PRISMA 2020 guidelines (Page et al., 2021).
Figure 1
PRISMA Flow Diagram for article selection process
Procedure for Selection and Source Organization
The four PRISMA 2020 stages—identification, screening, eligibility, and acceptance—were
used in the selection procedure. At first, 186 records were found; 64 full-text publications were
evaluated for eligibility after duplicates were eliminated and titles and abstracts were
reviewed. Twelve of them did not concentrate on EFL or Padlet, five did not have accessible
complete text, and eight were outside the time period, thus a total of twenty-five were
discarded. There were 39 studies in the final sample.
The chosen literature was arranged thematically in accordance with the guiding study
question: the Ecuadorian and South American EFL setting (12 sources); the theoretical
frameworks supporting Padlet (12 sources); and the impact of Padlet on speaking sub-skills
(15 sources). Table 2 lists important sources.
Table 2
Key Sources Included in the Review, Organized by Theme
Theme
Author(s)
Focus
Source
Theoretical
Frameworks
Vygotsky (1978)
Sociocultural Theory &
ZPD
Mind in Society. Harvard
UP.
Krashen (1985)
Affective Filter Hypothesis
The Input Hypothesis.
Longman.
Al-Kadi (2018)
CALL to MALL evolution
Language Teaching &
Educational Research
The effect of using Padlet on the development of english speaking skills in foreign language contexts
© Fundación Internacional para Educación la Ciencia y la Tecnología, “FIECYT” 115
Hwang et al. (2024)
MALL app & speaking
skills
Computers & Education,
214
Butarbutar (2025)
Sociocultural collaborative
learning EFL
LatIA, 3
Padlet &
Speaking
Kobayashi (2024)
Padlet, WTC & speaking
proficiency
Technology in Language
Teaching & Learning, 6(2)
Villarama et al. (2025)
Padlet in L2 teaching
LLT Journal, 28(1)
Ali et al. (2024)
Padlet & EFL speaking
competence
Revista Amazonia
Investiga, 13(82)
Ecuador / S.
America
Guerrero Rodriguez & Moreira
Baquerizo (2025)
EFL speaking skills
Ecuador
UNESUM-Ciencias, 9(2)
Dos Santos & Luque-Agulló
(2025)
Ecuadorian EFL teachers &
oral expression
Profile: Issues in Teachers'
Professional Development,
27(2)
Lara Zambrano & López López
(2023)
Padlet & communicative
competence Ecuador
PENTACIENCIAS, 5(4)
DISCUSSION
There are three theoretical perspectives that can explain the success of using Padlet to enhance
oral language production in the classroom. From a theoretical perspective, Padlet's value can
be understood through the lenses of Vygotsky and Krashen. On the one hand, the platform
serves as a shared learning space where students, with the support of their peers and teachers,
can produce a more complex oral output than they could achieve on their own, thus placing
themselves within what Vygotsky calls the Zone of Proximal Development. On the other
hand, the asynchronous nature of interaction on Padlet reduces the immediate pressure that
often generates anxiety when speaking in another language. This dynamic, in line with
Krashen's hypothesis, helps maintain a low—almost nonexistent—affective filter, creating
more conducive conditions for learning.
Finally, Constructivism encourages students to take an active role in their own
learning by producing and sharing knowledge rather than simply repeating it. These theories,
framed within the evolution of technology-assisted language learning, not only justify the use
of Padlet but also clearly explain why this platform effectively develops real, meaningful, and
context-based communication skills, laying the groundwork for future research on adapting
it to the realities of Ecuadorian classrooms.
Interesting though still incomplete results are presented in studies using Padlet. On
the one hand, the tool is empirically proven to lower anxiety and increase students’ confidence
when speaking English — the “affective filter” Krashen talked about, as it turns out, really
drops to almost zero when students become a part of an online life away from their 'here and
now' pressure. Students like the flexibility of recording themselves, hearing their own voices,
getting feedback from peers, and experimenting (Fathi et al., 2024; Hwang et al., 2024). But the
evidence regarding actual gains on pronunciation, fluency, vocabulary and grammatical
accuracy is more indirect: we already know that tech-mediated collaborative learning works
and Padlet provides the ideal conditions (consistent interaction, peer models, repeated
practice) for these to occur, but we do not currently have research on how much each of these
one increases with the help of Padlet (Kim & Sim, 2024). In other words, Padlet appears to be
an ideal platform for speaking to flourish. What needs to be ascertained with precise data,
though, is not only how much each individual flower grows, but also how much in total.
In the review on Padlet with respect to speaking instruction, we identified three
shortfalls that deserve further research in Ecuador: the absence of studies that measure
fluency, pronunciation, or vocabulary independently; the available evidence mainly relates to
Adriana Valencia / Daniela Bonilla
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Asia and the Middle East — contexts very different from ours; while the pandemic provided
schools with some access to technology, we have not yet translated that opportunity into local.
As teachers and students are gaining digital fluency right now, it is a good opportunity to run
a study in Ecuadorian classrooms to examine the real impact of Padlet across all aspects of
speaking. For teachers, this means Padlet, then, isn't just a one-off, exploratory experience —
it should be an ongoing practice partner, someone who gets students used to recording
themselves and then listening to and receiving feedback, since, of course, their confidence
with speaking grows along with their ability to record themselves, listen to themselves, and
receive feedback — the same thing that they get with a computer — when it is practiced over
and over.
For educators, the recommended approach is reconsidering assessment: using
technologies such as Padlet to deliver oral assignments—without the pressure of a face-to-
face exam—is a valid and fair supplement to teacher professional development, as it allows
teachers to assess progress. The challenge for schools and governments is to establish the
conditions for success, with training and infrastructure that ensure no one gets left behind.
The potential of Padlet can only be gained when students overcome their fear of speaking
English.
CONCLUSIONS
It shows that the use of Padlet in classroom settings for speaking in EFL is well-grounded in
a solid, comprehensive theoretical foundation. Vygotsky justifies the use of the tool as digital
scaffolding for collaborative oral practice; Piaget adds to that constructivist perspective by
considering students as agents who actively construct knowledge through multimodal
content; and Krashen provides the affective key, showing how Padlet’s low-pressure
environment reduces anxiety and facilitates the right conditions for acquisition. This
theoretical convergence provides a strong basis for future research, but it is worth noting that
theoretical soundness does not directly translate into efficacy; it relies on systematic
application and sufficient pedagogical scaffolding. It shows that the use of Padlet in classroom
settings for speaking in EFL is well-grounded in a solid, comprehensive theoretical
foundation.
Vygotsky justifies the use of the tool as digital scaffolding for collaborative oral
practice; Piaget builds on that constructivist perspective by positioning students as agents
who actively construct knowledge through multimodal content; and Krashen provides the
affective key, showing how Padlet’s low-pressure environment reduces anxiety and creates
the right conditions for acquisition. This theoretical convergence lays a solid foundation for
future research, although it is important to remember that conceptual rigor does not, in itself,
guarantee pedagogical effectiveness; this ultimately depends on systematic implementation
and appropriate instructional scaffolding.
Based on this review, three interrelated gaps are identified. Methodologically,
available studies tend to rely on perception surveys rather than validated instruments, and
frequently lack control groups. Geographically, research has focused primarily on the Middle
East and Asia, leaving Ecuador virtually absent from the map. This exclusion is particularly
striking considering two factors: first, the gaps in the development of oral expression faced by
Ecuadorian students; and second, the significant advancement of digital infrastructure in the
post-pandemic era, which opens the door to a nationwide study. Nevertheless, any
educational initiative must pay attention to the marked inequalities in access to technology
between urban and rural areas, as well as between public and private institutions.
The effect of using Padlet on the development of english speaking skills in foreign language contexts
© Fundación Internacional para Educación la Ciencia y la Tecnología, “FIECYT” 117
From a pedagogical perspective, it is suggested that Padlet not be used as an isolated activity,
but as an ongoing space for oral practice. Ideally, students should record, share, and receive
feedback regularly, integrating the tool into the daily classroom routine. For curriculum
planners: Oral assessment should include digital work using tools such as Padlet as a suitable
supplement to in-person assessments, particularly among learners who are anxious. For
Entities and Governments: The investment is necessary in three segments: Educators should
receive training opportunities on the use of digital technology, access to digital infrastructure
in public schools, and access to nationally approved oral assessment techniques for digital
settings.
When interpreting the findings of this review, it is important to consider certain
limitations. First, this is a narrative, rather than a systematic, review, so some relevant studies
may have been omitted from the analysis. Furthermore, existing research on the use of Padlet
for oral expression is still limited. In some cases, this situation necessitated drawing
conclusions from indirect evidence obtained from studies of similar digital tools. While this
was a necessary step, it also entails epistemological limitations that should not be overlooked.
To a limited extent, because few local publications cover Ecuador, our focus is constrained by
the scarcity of such publications.
Lastly, since the majority of studies were conducted in the Middle East and Southeast
Asia, their generalizability needs to be empirically verified, particularly given the region's
unequal access to technological infrastructure and resources. Filling these gaps through well-
conducted studies in Ecuador represents an enormous and pressing avenue for future
research that can significantly contribute to both CALL research in the broader sense and the
improvement of EFL speaking education in South America. However, in order to ensure that
all students may benefit from Padlet, any future initiative must continue to pay attention to
the significant differences in technology availability between public and private institutions
as well as between urban and rural areas.
The methodological and geographic gaps found in this review would be directly
addressed by a quasi-experimental design evaluating the effect of Padlet on particular
linguistic speaking sub-skills using validated rubrics, modified Oral Proficiency Interview
(OPI) protocols, or CEFR-aligned descriptors. This would give professionals working in
Ecuadorian schools realistic, context-relevant evidence for instructional decision-making.
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