Presentation Patterns of Reflective Meaning in Padlet-Based Self-Reflection: A Qualitative Study in CALL-Supported EFL Courses more

Digital technologies are increasingly used in language classrooms to support learner reflection; however, less attention has been paid to how reflective meaning is constructed in technology-mediated environments compared to traditional pen-and-paper formats. This qualitative study examines 100 self-reflection posts written by 100 individual students across three CALL-supported EFL classes, each submitted on Padlet at the end of the course. Unlike conventional handwritten reflections, which are typically private and linear, Padlet-based reflections enabled peer interaction through comments, multimodal expression through emojis, and easy access across devices. These affordances introduced a more socially mediated and affectively expressive reflective space. All reflections were analysed using reflexive thematic analysis, with reflective segments serving as the unit of analysis. Drawing on reflection as meaning-making, the study identifies recurring patterns in how students articulated learning challenges, evaluated strategies, and developed awareness of their progress and learning needs. Rather than merely reporting task completion, students engaged in critical self-examination by acknowledging difficulties, reassessing assumptions, and identifying areas for improvement. The findings contribute to CALL research by demonstrating how interactive digital platforms can extend reflective practice beyond individual written reporting toward socially situated reflective meaning-making.