“ENHANCING COLLABORATIVE LANGUAGE LEARNING THROUGH PADLET AND FLIPGRID: PRINCIPLES AND ACTIVITY DESIGN”
Abstract
This article explores the design of collaborative language learning activities using Padlet and Flipgrid as digital platforms that support interaction, communication, and learner engagement in technology-enhanced environments. Drawing upon theories of Computer-Assisted Language Learning (CALL), collaborative learning, and Task-Based Language Teaching (TBLT), the study examines how pedagogically structured activities can effectively develop both linguistic competence and collaborative skills. The paper highlights the importance of aligning learning objectives with task design and emphasizes the role of pre-task, task, and post-task stages in creating meaningful collaborative experiences. Different activity types, including collaborative research, peer feedback, digital storytelling, video journals, and oral presentations, are analyzed in relation to the specific affordances of Padlet and Flipgrid. Research findings indicate that digital collaborative platforms significantly improve learner motivation, engagement, peer interaction, and communicative competence compared with traditional instruction. The study further argues that successful implementation requires explicit support, structured interaction, and carefully designed assessment frameworks. The integration of Padlet and Flipgrid within a single instructional model is presented as an effective approach to combining written and oral collaboration.
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