Recent research in educational psychology has shown that students’ active engagement is the core of successful learning and a key factor behind academic achievement (Mäkitalo, 2016 Rajala et al., 2016). However, teachers could use a combination of online and written assessments to compensate for this shortcoming. Its major shortcoming as an assessment tool was the lack of written feedback to students. Its perceived effectiveness was mainly due to Padlet features that supported student collaboration, promoted students' agency and helped in creating a positive learning atmosphere. The results showed that using Padlet enhanced student engagement, fostered active learning and offered positive assessment experiences. At the end of the course, a survey and a personal interview were used to get students' feedback on the effectiveness of Padlet through addressing various aspects of their perceived engagement. The exploratory study was conducted on 27 female students in a 3-credit sociolinguistics course in which Padlet was used as a learning and assessment tool. Padlet is a virtual wall that allows students to interact and contribute to class discussions and at the same time provides teachers with feedback on the learning process. The present study investigates students' perceptions about the impact of Padlet as a learning and assessment tool on the four aspects of class engagement. AbstractStudent engagement is a multidimensional construct that includes four distinct, though interrelated, aspects: behavioral, emotional, agentive, and cognitive engagement.
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