VINH UNIVERSITY

FOREIGN LANGUAGES DEPARTMENT

EDUCATIONAL RESEARCH

TOPIC: The impact of Padlet application on FLD students' mindset and

interactions

Class: LT_05_Thursday

Lecturer: Dr Le Thi Tuyet Hanh

Group: 03

No. Group members Student code

1 Nguyễn Thị Vui (L) 215722020110045
2 Nguyễn Thị Ly 215722020110250
3 Nguyễn Thị Hải Yến 215722020110210
4 Phạm Thị Hải Yến 215722020110084
5 Đào Khánh Vân 215722020110051

VINH – 2023
Contents
Chapter 1: Introduction....................................................................................................................3
1.1. Rationale...........................................................................................................................3
1.2. Objectives of the study.....................................................................................................3
1.3. Research questions............................................................................................................3
1.4. Scope of the study.............................................................................................................4
1.5. Structure............................................................................................................................4
Chapter 2: Literature review............................................................................................................5
Chapter 3: Methodology..................................................................................................................8
3.1. Research design (mixed-method research)...........................................................................8
3.2. Participants...........................................................................................................................8
3.3. Research tools.......................................................................................................................8
3.4. Procedure..............................................................................................................................8
3.5. Data analysis.........................................................................................................................9
Chapter 4: Findings and discussion...............................................................................................10
4.1. Findings..............................................................................................................................10
4.2. Discussion...........................................................................................................................14
Chapter 5: Conclusion...................................................................................................................18
5.1. Summary of the key findings..............................................................................................18
5.2. Recommendations...............................................................................................................18
Chapter 6. References:...................................................................................................................20
Chapter 1: Introduction
1.1. Rationale

- Real situation: In today's educational environment, technology is increasingly being used to

provide advanced learning opportunities for students. One popular application is Padlet, a tool
available online that allows students to share information and ideas and interact with each other.

- Related studies: There are a number of studies that have explored the influence of technology in
improving the thinking and interaction of foreign language students. For example, a previous
study has shown that using online tools such as Padlet can increase students' analytical and
creative thinking abilities, promote interaction among students, and create positive learning
environment.

- Problem statement: However, there are currently not many studies investigating the specific
impact of the Padlet application on the thinking and interaction of foreign language students.
Therefore, the research problem of this study is to determine the impact of the Padlet application
on foreign language students' thinking and interaction.

1.2. Objectives of the study

The objectives of the study "The impact of Padlet application on FLD students' mindset and
interactions" are as follows:

- To examine the impact of using Padlet on FLD students' mindset. This objective aims to
investigate whether the use of Padlet positively influences students' motivation, self-
confidence, and learning strategies.
- To evaluate the effect of Padlet on FLD students' interactions. This objective focuses on
exploring how Padlet facilitates peer-to-peer interactions, collaborative learning, and
communication skills development among FLD students.

By achieving these objectives, the study aims to contribute to the understanding of how
educational technology, specifically Padlet, can be utilized to enhance FLD students' mindset and
interactions. The findings of this study can inform educators and curriculum developers about the
potential benefits and implications of integrating Padlet into language learning environments.

1.3. Research questions

The study purports to find the answers for the 2 questions:

(1) How does using Padlet during class impact students' learning mindset?

(2) How does using Padlet during class impact students' interactions?
1.4. Scope of the study
- Topic: The impact of Padlet application on FLD students' mindset and interactions
- Time: 1st Term 2023-2024
- Place: Vinh university
1.5. Structure
5 chapters:
Chapter 1: Introduction
Chapter 2: Literature review
Chapter 3: Methodology
Chapter 4: Findings and discussion
Chapter 5: Conclusion
Chapter 2: Literature review
2.1. Key word 1 “Forming mindset”

2.1.1. Definition

Forming mindset is a form of nervous system activity expressed through creating connections
between remembered elements, selecting and stimulating them to operate to realize awareness of
the surrounding world, thereby determining direction for positive behavior, suitable for the living
environment.

2.1.2. Aspects of key word

Thinking is an important cognitive process that helps people perceive the objective world,
especially thinking also plays an important role for students in learning activities. During the
learning process, students always have to think and reason to understand the lesson. If students
do not think, they will not be able to learn and have no understanding of the issues they are
studying and practicing.

2.1.3. Keyword-Related studies:

1. Research "Padlet application in developing creative thinking for high school students" by
MSc. Hoang Thi Huong (High School for Gifted Natural Sciences). This study explores the
impact of using Padlet in developing creative thinking for high school students.

2. Research: "Using Padlet as an Instructional Guide in Higher Education: An Analysis of

Students’ Critical Thinking and Learning Experiences" by author: Grace R. Chik et al, published
in 2018 on platform: Higher Education. This study introduces the use of Padlet as a teaching
support tool in higher education and focuses on the impact of Padlet on students' critical
thinking. The results showed that using Padlet helped improve students' analytical, reasoning and
evaluation abilities.

3. Research: "Using Padlet in Problem-Based Learning: Impact on Knowledge Acquisition and

Critical Thinking Skills" by author: Yen-Liang Chen et al, published in 2020 on the platform:
Problem-Based Learning. This study explores the use of Padlet in problem-based teaching and
focuses on the impact of Padlet on the acquisition of knowledge and critical thinking skills. The
results showed that using Padlet improved students' knowledge acquisition and thinking ability
in problem solving.

4. Research: "Promoting Higher Order Thinking Skills through the Integration of Padlet in
Science Classroom" by author: Arshad Ahmad Mohammad et al, published in 2016 on the
platform: Science Classroom. This study focuses on the use of Padlet in science teaching and
explores the impact of Padlet on developing students' higher-level thinking skills. The results
showed that using Padlet helped students develop the ability to think systematically, evaluate
information and express personal opinions.2.2. Key word “Increasing interactions”

2.2.1. Definition

The increased interaction between elements, groups, or individuals within a particular system or
environment to create connections, exchange information, and promote collaboration.

2.2.2. Aspects of “Increasing interactions”

Increasing Interactions: Strategies such as group activities, discussions, and collaborative

projects can enhance student-student and student-teacher interactions.

2.2.3. Related studies

1. Research: "Using Padlet to Foster Intercultural Communication and Collaboration among

Students" by author: Daniela Barbu, published in 2019 on the platform: Intercultural
Communication and Collaboration. This study explores the use of Padlet to promote cross-
cultural communication and collaboration among students. Results showed that using Padlet
increased interaction, exchange of ideas, and exploration of different cultural perspectives.

2. Research: "The Use of Padlet in Enhancing Student Engagement and Interaction in Online
Learning" by author: Chee Seng Ong et al, published in 2020 on platform: Online Learning. This
study focuses on using Padlet to enhance student participation and interaction during the learning
process.

3. Research "Interaction between lecturers and students through the use of Padlet in teaching at
Vietnamese universities" by MSc. Nguyen Van Kien (University of Natural Sciences, Hanoi
National University). This study focuses on analyzing the impact of Padlet on the interaction
between lecturers and students during the teaching process at Vietnamese universities.2.3.
Related studies of the relationship between key word 1 and key word 2 (in ELT)

2.3.1 Related studies in the world

1. Research: "Student Perceptions of the Use of Padlet in Higher Education" (2018) - This study
surveyed students' perspectives on the use of Padlets in university teaching. Results showed that
most students appreciated using Padlet, saying it improved engagement and encouraged critical
thinking.

2. Research: "Using Padlet to Foster Collaborative Learning and Engagement: A Case Study in
Higher Education" (2017) - This study focuses on using Padlet to facilitate student engagement
in collaborative learning and increase participation. Results showed that using Padlet improved
both student engagement and collaborative thinking.
3. Research "The effect of Padlet on students' metacognition and interactive engagement" by Dr.
Chia-Wen Tsai, Dr. Jing-Yuan Huang, and Dr. Yu-Fen Lin (National Changhua University of
Education, Taiwan). This study examines the effect of Padlet on students' metacognition and
interactive engagement in the context of higher education.

2.3.2. Related studies in Vietnam

1. Research "The impact of using Padlet in the modern teaching process" by MSc. Nguyen
Thanh Huong (Hanoi University of Education). This study focuses on exploring the impact of
using Padlet in the teaching process to enhance thinking and enhance interaction between
instructors and students.

2. Research "Using Padlet to promote collaborative learning in innovating English teaching

methods at People's Police University" by Nguyen Ngoc An (People's Police University). This
study investigates students' views and comments on instructors' use of the Padlet tool in English
classes to promote collaborative learning in the English classroom and enhance students'
thinking.
Chapter 3: Methodology
3.1. Research design (mixed-method research)
3.2. Participants
Quantity: 100 FLD students at Vinh university

Gender:

86,9%: Female

10,1%: Male

3%: Prefer not to say

Major: 100%: Foreign Languages Department

3.3. Research tools

3.3.1. Questionnaire (how many questions, from which study, what is it about, how much to
complete)

The number of questions: 21 questions.

Depending on survey questions of:

Designed on a Likert scale from 1 to 5.

Language: English

3.3.2. Interview (what type of interview, how many questions, how many interviewers, what is it
about, how much time to conduct each…)

Participants: 15 persons

Direct interview

3-5 minutes/people

Interviewing in English

3.4. Procedure
Week 1: piloting the research tools

Week 2: pretest- select participants….

Week 3: conduct study….

Week n: conclude the study…

3.5. Data analysis

Data Analysis method

1. Quantitative data - SPSS (Version 22): Descriptive statistics

2. Qualitative data - Thematic Analysis Braun & Clarke, 2006

- Keyword in content analysis Kwic et.al 1998

3.6. Ethical considerations

…………………………………………….
Chapter 4: Findings and discussion
4.1. Findings
Table 1: Scale for measuring variables in the questionnaire

Mean (Điểm trung bình) Level (Mức độ đạt được)

4.21 – 5.00 Excellent
3.41 – 4.20 good
2.61 – 3.40 Average
1.81 – 2.60 Poor
1.00 – 1.80 Very poor

4.1.1. Research question No1

Table 2: Summary of student survey results about “Padlet help student to form mindsets”

Descriptive Statistics
N Mean Std. Deviation
I feel that padlet activities 100 4.15 .770
support the development
of thinking and the
creation of new ideas.
I easily absorb and form 100 4.05 .702
new knowledge when
using padlet.
I am more interested in 100 3.99 .823
learning when using
padlet during my learning
process.
I feel myself becoming 100 4.01 .810
more responsible when
working with people on
padlet.
I feel my communication 100 3.78 .927
skills improve when using
padlet in studying.
I feel my leadership skills 100 3.91 .830
improve when using
padlet in studying.
 I easily internalize 100 4.01 .847
knowledge when using
padlet.
I can easily apply 100 3.89 .852
knowledge when using
padlet.
Total 100 3.97 .820

From the above information, we can infer that:

The results of users evaluating the effectiveness of using the Padlet tool in learning towards the
goal of supporting the formation of mindsets are all at a good level with an average score = 3.97;
standard deviation = 0.820, this standard deviation is quite low, showing that most users have
similar opinions about the padlet's ability to support the formation of mindsets in learning. All
elements were rated as good by students with specific evaluation data as follows: “padlet
activities support the development of thinking and the creation of new ideas.” with average score
= 4.15, standard deviation is 0.770. Next is “easily absorb and form new knowledge when using
padlet.” With average score = 4.05, standard deviation is 0.702. Next is “becoming more
responsible when working with people on padlet.” With average score = 4.01, standard deviation
= 0.810 and “easily internalize knowledge when using padlet.” With average score = 4.01,
standard deviation = 0.847. Next is “more interested in learning when using padlets during my
learning process.” With average score = 3.99, standard deviation = 0.823. Next is "the leadership
skills improve when using padlet in studying" with average score = 3.91, standard deviation =
0.830. Next is “easily apply knowledge when using padlet.” With average score = 3.89, standard
deviation = 0.825. and finally “my communication skills improve when using padlet in
studying.” With average score = 3.78, standard deviation is 0.927.
Through interviews with students using the question: “Most people give good reviews about the
issue: "Padlets greatly support the issue of "forming mindset", what do you think about this
opinion and why?” 15/15 students (…) all answered with the content implication that: when
using padlet in learning, it supports a lot in forming thinking. That is shown by: the students
Students can form new thoughts and freely improve their thinking through creating mind maps
and creativity based on the features in the padlet. Through interviews, many students also shared
their views. They like SV4 "Padlet is a good tool that not only helps me improve my
understanding but also encourages diversity of perspectives, contributing to the process of
forming multi-dimensional thinking." Regarding the interview question "How did Padlet helps
you change your thinking about studying.?” SV6 “Padlet helps me improve my creativity and
efficiency in learning: Diversity in the way I present knowledge, organize and share information
helps me change the way I approach learning and grasp knowledge.” SV8 “I can use Padlet to
organize information, ideas, and documents in a more systematic way. This helps me manage
information efficiently and easily access it when needed.”.

4.1.2. Research question No2

Table 3: Summary of student survey results about “Padlet help increase interaction”

Descriptive Statistics
N Mean Std.
Deviation
I feel padlet promotes 100 4.22 .760
student-to-student and
student-to-faculty
interaction.
I easily interact and 100 4.04 .650
 expand my
understanding with a
multi - dimensional
perspectives when
using padlet with
people.
I can share ideas with 100 4.10 .810
my friends in class
easily based on padlet.
I have more 100 4.04 .737
opportunities to
develop relationships
and team engagement
through padlet
features.
I can easily assign and 100 4.11 .777
periodically change
tasks for team
members.
Padlet allows me to 100 4.04 .887
easily evaluate the
quality and quantity of
people's contributions.
I easily share digital 100 4.04 .777
resources and
knowledge based on
padlet.
Valid N (listwise) 100

From the above information, we can infer that:

The results of users evaluating the effectiveness of using the Padlet tool in learning towards the
goal of increasing interaction are all at a good level with an average score = 4.08; standard
deviation = 0.771, this standard deviation is quite low, showing that most users have similar
opinions about the padlet's ability to create interaction in learning. One item that students rated as
"very good" was "padlet promoting student-to-student and student-to-faculty interaction."
Average score = 4.22, standard deviation = 0.760. The remaining factors were all rated as good
by students with specific evaluation data as follows: "easily assign and periodically change tasks
for team members." With average score = 4.11, standard deviation = 0.777. Next is “share ideas
with my friends in class easily based on padlet.” With average score = 4.10, standard deviation =
0.810. Finally, there are the items “easily interact and expand my understanding with a multi -
dimensional perspectives when using padlet with people.” With average score = 4.04, standard
deviation = 0.650; “have more opportunities to develop relationships and team engagement
through padlet features.” With average score = 4.04, standard deviation = 0.737; “easily evaluate
the quality and quantity of people's contributions” with average score = 4.04, standard deviation
= 0.887 and “easily share digital resources and knowledge based on padlet” with average score =
4.04, standard deviation = 0.777.

For question “2”, 15/15 students answered with the implication “: “Our level of interaction is
high, communicating with friends and lecturers comfortably and confidently, not as shy as
before"; “We shared our opinions openly and positively with our friends”; “Sharing encourages
better and stronger ideas in the classroom”; “A lot of information is quickly shared directly with
the group and the whole class”; “With Padlet, I can learn to think quickly. We hope to continue
maintaining classes on this Padlet tool platform”; “Sharing with friends helps me understand
problems from different perspectives”; “You can connect all the information from your friends
posted on Padlet to find important information.” These processes have led to the internalization
and application of knowledge.”

Further analysis of interviews shows that students are more interested in using padlet in studying
than some other apps such as student number 13 sharing that "I have also used many learning
apps but It's easy to get bored, but when I started using padlet, I found learning to be more
interesting."

However, using padlets in learning still has some limitations as follows: 8 students (SV6, SV8,
SV9, SV10, SV12, SV13, SV14) all said that "Using padlets can cause problems." risks in
information and idea security. Communicating and sharing in a public online environment (a
padlet is an easily accessible platform that anyone can freely access) can lead to increased
plagiarism, which can lead to plagiarism. supporting elements with bad intentions who want to
steal ideas and be lazy."
4.2. Discussion
Question 1:

After interviewing 15 people and surveying 100 FLD students at Vinh university, our research
team has collected some opinions about the padlet tool for students in the process of forming a
mindset. Most people feel that Padlet is very supportive in the process of forming mindsets. As
presented in section 4.1.1, this factor is rated at a good level with mean = 4.15 and a fairly low
standard deviation = 0.770. In addition, 15 interviewees all agreed that using Padlet in the
process The curriculum helps form mindsets for users.

The reason for this result is because: Padlet is effective in forming mindsets because it provides
an interactive and collaborative platform for users. Padlet allows users to create interactive
boards where people can share ideas, thoughts and information.

Using Padlet in shaping mindsets can bring many benefits. First, Padlet allows users to express
their opinions and thoughts freely and freely. Users can write, draw or upload documents,
images, videos and audio to share their ideas.

Second, Padlet creates an environment for collaboration and communication between users.
Users can comment, highlight, and interact with each other on Padlet boards. This encourages
the exchange of ideas and exploration of different perspectives, helping to expand thinking and
change mindsets.

Third, Padlet allows users to organize information in an intuitive and structured way. Users can
sort, group, and categorize ideas, information, and documents on the Padlet. This helps create an
overall perspective and helps users better understand different aspects of a topic or problem.

Finally, Padlet provides easy sharing and access. Users can share their Padlets with others,
allowing them to participate and contribute ideas. This creates a shared learning and
development environment where everyone can learn and impart positive mindsets to each other.

In short, Padlet is effective in shaping mindsets because it creates an interactive, collaborative,

and intuitive environment for users. Padlet encourages freedom of expression, creates
opportunities for communication and exchange of ideas, helps organize information in a
structured way, and creates a shared learning community.

Compare Findings with previous studies: The results of this study are consistent with the results
of previous studies that Padlet is effective in forming mindset.

Similar:

Research "Padlet application in developing creative thinking for high school students by MSc.
Hoang Thi Huong (Natural Science High School for Gifted Students) (developing creative
thinking for high school students)
Research: "Using Padlet as an Instructional Guide in Higher Education: An Analysis of Students'
Critical Thinking and Learning Experiences" by author: Grace R. Chik et al, published in 2018
on the platform: Higher Education (advanced students' ability to analyze, reason and evaluate)

Research: "Using Padlet in Problem-Based Learning: Impact on Knowledge Acquisition and

Critical Thinking Skills" by author: Yen-Liang Chen et al, published in 2020 on the platform:
Problem-Based Learning (improving access to Acquiring students' knowledge and thinking
ability in problem solving)

Research: "Promoting Higher Order Thinking Skills through the Integration of Padlet in Science
Classroom" by author: Arshad Ahmad Mohammad et al, published in 2016 on the platform:
Science Classroom (developing systems thinking ability, evaluating information and express
personal opinions)

Research "The impact of using Padlet in modern teaching process" by MSc. Nguyen Thanh
Huong (Hanoi University of Education) (improve students' thinking)

Research "Using Padlet to promote collaborative learning in innovating English teaching

methods at the People's Police University" by Nguyen Ngoc An (People's Police University)
(enhancing the thinking of student)

Different:

Research: "Student Perceptions of the Use of Padlet in Higher Education" (2018) (encouraging
critical thinking in students)

Research: "Using Padlet to Foster Collaborative Learning and Engagement: A Case Study in
Higher Education" (2017) (improving collaborative thinking for students)

Research "The impact of Padlet on students' metacognition and interaction" by Dr. Chia-Wen
Tsai, Dr. Jing-Yuan Huang and Dr. Yu-Fen Lin (National Changhua Normal University, Taiwan
Loan) (the impact of Padlet on metacognition in the context of higher education)

Question 2

After interviewing 15 people and surveying 100 FLD students at Vinh university, our research
team has collected some opinions about the padlet tool for students in the process of increasing
interaction. Most people feel that Padlet is very supportive in the process of forming mindsets.
As presented in section 4.1.1, this factor is rated at a very good level with mean = 4.22 and a
fairly low standard deviation = 0.760. In addition, 15 interviewees all agreed that using Padlet in
the learning process helps increase user interaction.
Padlet is effective in increasing interactivity because it provides a flexible and easy-to-use
platform for users to interact with each other.

First of all, Padlet allows users to share ideas and information quickly and easily. Users can
write, draw, upload images, videos, documents and audio directly to the Padlet board. This
creates an interactive multimedia environment, helping users communicate their ideas visually
and creatively.

Second, Padlet provides interaction and feedback tools for users. Users can comment, bookmark,
heart or use emoticons to interact with content on the Padlet. This encourages discussion,
exchange of ideas and feedback among team members.

Third, Padlet allows users to work in groups and collaborate easily. Users can invite others to
join their Padlet boards, allowing them to contribute ideas and interact with content. This creates
an online teamwork environment where people can build ideas and solve problems together.

Finally, Padlet provides easy and flexible access. Users can access the Padlet from any device
with an internet connection, allowing them to interact and participate in activities anytime,
anywhere. This creates flexibility and convenience for users, helping to increase the ability to
interact and participate in activities on Padlet.

In short, Padlet is effective in increasing engagement because it provides a flexible platform that
is easy to use and has diverse engagement tools. Padlet encourages idea sharing, opinion
exchange and teamwork, while creating convenience and easy access for users.

Compare Findings with previous studies: The results of this study are consistent with the results
of previous studies that Padlet

Similar:

1. Research: "Student Perceptions of the Use of Padlet in Higher Education" (2018) most
students appreciate Padlets, improving interaction

2. Research: "Using Padlet to Foster Collaborative Learning and Engagement: A Case Study in
Higher Education" (2017) - facilitates student participation in learning and increases
engagement. improve both student interaction and collaborative thinking.

3. Research "Using Padlet to promote collaborative learning in innovating English teaching

methods at People's Police University" by Nguyen Ngoc An (People's Police University).
promote collaborative learning in the English classroom and enhance students' thinking.

Different

1. Research: "Using Padlet to Foster Intercultural Communication and Collaboration among

Students" by author: Daniela Barbu, published in 2019 on the platform: Intercultural
Communication and Collaboration. promote cross-cultural communication and collaboration
among students, exploring different cultural perspectives.

Chapter 5: Conclusion
5.1. Summary of the key findings
Padlet is a useful Web-based tool that truly empowers students with creativity and understanding
that helps them form mindsets.

Padlet provides a concise, logical, and easy-to-understand way to present information

about the mind mapping feature.

It allows students to creatively express their ideas through creating boards, posts...

Padlet's multi-dimensional features of cross-media and cross-domain integration; It

provides students with critical thinking and problem-solving skills.

From the storage table, create links and organize easily, users can better understand the
information in it, helping to develop personal thinking.

Overall, Padlet is a powerful educational resource that empowers students with creativity
and understanding.

Using the Padlet technology tool is a good solution to increase efficiency in facilitating
communication and interaction between students and between students and instructors.

Posting and commenting features allow students to participate in dynamic discussions

and share ideas.

Formative assessment and feedback features allow instructors to monitor student progress
and provide feedback.

However, the problem of limited practical interaction and plagiarism are two negative
points when using Padlet, to overcome it requires the attention of schools, teachers and
individual students.

5.2. Recommendations
FORMING MINDSET

For Schools:

Create Padlets to share document instructions, learning videos and resources on how to
effectively use Padlets and be creative in teaching.
Organize training sessions for educators to firmly grasp the skills to use this effective tool for
lecturers and students.

- Build a common database to store and share information to create a rich resource to provide
creative and analytical thinking.

For Teachers:

Use Padlet as a tool to encourage students to think critically, creating thinking boards to organize
and analyze information.

Use the comment and discussion functions on Padlet to encourage students to develop critical
thinking skills, ask questions and give personal opinions.

For student:

Use Padlet to create articles, discussions or personal projects to develop creative and analytical
thinking.

Use Padlet to intelligently organize notes, documents, and important information resources for
study work.

INCREASE INTERACTION

For schools:

Organize training sessions for teachers on teaching skills and methods to improve classroom
interaction.

Create common Padlets for teachers to share ideas, plans and teaching experiences.

For teacher:

Create Padlets for students to discuss ideas and share knowledge about topics and track students'
learning and homework progress.

Use Padlet to collect feedback from students on solutions, activities, and other aspects of the
learning process.

Use Padlet to organize online sessions such as discussions, presentations, or extracurricular

activities to increase participation and interaction.

For student:

Create personal Padlets to organize and store study information, notes, and reference materials.
Participate in interactive activities on Padlet, such as group discussions, feedback, and sharing of
architectural ideas with other class members

Students should set up features to protect personal information and ideas by creating encrypted
Padlet accounts to prevent plagiarism.
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References

APA style

(Hanh L. , 2020)

(Hanh, 2021)

Hanh, L. (2020). Broken heart. Vinh Nghe An: NXB DHV.

Hanh, L. (2021). Love story. Romance, 3, 50-55.

Hanh, L. T. (2028). Love story. Vinh Vietnam: NXBGD.

Khan, A. (2019). abcdkkkkkkkkkkkkk. Asia tefl, 78-89.

Makr, J. (2222). llllllllllllll. chicago: Cambridge.

Obama, G. (2021). kkkkkkk. Asiatefl, 34-67.

Schmitt, J. (2020). ooooooooooooo. Keywords, 42-55.

Wellington, A. (2021). Blopblap. Asiatefl, 50-62.

Appendices (if any)

Appendix A: Questionnaire

Appendix B: Interview

Khan, A. (2019). abcdkkkkkkkkkkkkk. Asia tefl, 78-89.

(Obama, 2021)