Abstract
Learning and mastering modal verbs have always been challenging for ESL learners, as the usage can be varied depending on the context. The traditional way of teaching modal verbs often relies on explicit instruction and controlled practice. This classroom-based innovation combines Padlet and ChatGPT to help ESL Part 2 Diploma students improve their understanding and use of modal verbs in sentences. The lesson focuses on the four main functions of modals, such as possibility, ability, necessity, and permission. Students worked in pairs to generate sentences using modals, received instant feedback from ChatGPT and posted their drafts to a Padlet wall. This approach helps to reinforce their grammar knowledge, and it also encourages creativity, critical thinking, and learner independence. Based on the implementation, the learners showed confidence and engagement when using modal verbs in their writing. As a simple and cost-effective method, this idea has strong potential to be used with other grammar topics or adapted to different ESL learning contexts.
Metadata
| Item Type: | Conference or Workshop Item (Paper) | 
|---|---|
| Creators: | Creators Email / ID Num. Maznun, Mirrah Diyana UNSPECIFIED Azman, Nurshahirah UNSPECIFIED Mohd Fuat, Nur Hazirah UNSPECIFIED Ramlan, Noor Fazzrienee Jz Nun UNSPECIFIED Idris, Sheema Liza UNSPECIFIED  | 
        
| Subjects: | L Education > LB Theory and practice of education > Blended learning. Computer assisted instruction. Programmed instruction L Education > LB Theory and practice of education > Learning. Learning strategies  | 
        
| Divisions: | Universiti Teknologi MARA, Negeri Sembilan > Kuala Pilah Campus | 
| Journal or Publication Title: | The International Competition on Sustainable Education 2025 E-Proceeding | 
| Event Title: | The Fourth International Competition on Sustainable Education 2025 | 
| Event Dates: | 20th August 2025 | 
| Page Range: | pp. 357-364 | 
| Keywords: | Modal verbs, grammar, ChatGPT, Padlet | 
| Date: | September 2025 | 
| URI: | https://ir.uitm.edu.my/id/eprint/125391 | 
				