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Implementation of learning management systems (Moodle): effects on students’ language acquisition and attitudes towards learning English as a foreign language
Qaddumi, Husam
Qaddumi, Husam
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2024-04-18
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Abstract
Among the most popular learning management systems (LMS) available worldwide is Moodle. This current study examines how learners’ attitudes toward English as a foreign language (EFL) and their language proficiency are affected by Moodle’s interactive language-learning activities. Thirty-three undergraduate students participated in this study. We investigated the effects of engaging language-learning exercises that were practiced on Moodle using an experimental research design. To find out if the experimental and control groups differed significantly from one another on pre- and post-measures regarding the development of language skills and attitudes toward language classrooms, a number of statistical tests were employed. We conducted a data analysis using SPSS software. The results demonstrated that there were differences favoring the experimental group in the development of language skills and the attitudes of learners toward the language classroom. There were no apparent differences in forming structures, speaking, or listening compared to the control group’s learners. On the other hand, there were notable differences in the overall score, writing and reading skills, and lexical item mastery. Additionally, significant differences in the language acquisition growth of the experimental and control groups were found using an independent-sample t-test in the post-test, with the experimental group benefiting.
Citation
Qaddumi HA, Smith M. (2024) Implementation of Learning Management Systems (Moodle): Effects on Students’ Language Acquisition and Attitudes towards Learning English as a Foreign Language. Trends in Higher Education, 3(2):260-272. https://doi.org/10.3390/higheredu3020016
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Journal article
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en
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© 2024 The Authors. Published by MDPI. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.3390/higheredu3020016
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2813-4346
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2813-4346