Writing is a crucial skill in language learning, particularly in EFL contexts. Recognizing this importance, the present study explores the use of Padlet, a digital collaborative platform, to enhance the writing skills of 11th graders at a high school in An Giang Province, Vietnam. Conducted in a rural setting with limited technological resources, the quasi-experimental design lasted twelve weeks and involved 80 Grade 11 students from Ba Chuc High School, divided into two groups: the experimental group (Padlet-based instruction) and the control group (traditional instruction). Data were collected from pre-tests, post-tests, and a questionnaire, then analyzed using SPSS through t-tests and Cronbach’s Alpha. The findings indicate that students in the experimental group showed significantly greater improvement in writing performance, compared with those in the control group, who demonstrated only modest gains through traditional instruction. Moreover, learners in the Padlet group expressed positive perceptions of the platform’s interactive and collaborative features. These results highlight Padlet’s potential as an effective tool for writing instruction in resource-constrained EFL classrooms.