Using Moodle as a Digital Educational Tool to Improve Undergraduate students' English Language Cognitive Performance and Proficiency
Keywords:
Cognitive competencies; Language skills; learning activities; Moodle; undergraduates
Abstract
The current global educational predicament is under challenging circumstances due to the impact of COVID-19 that drastically affected the academic performances of all those involved in handling and sharing knowledge. To mitigate the pandemic's negative impact, stakeholders at educational institutions are looking for ways to use digital tools to reduce learning loss. The researcher conducted a quasi-experimental study to investigate the impact of Moodle interactive language learning activities on learners' language skills and cognitive performance. The study included sixty-six undergraduate students. He used an independent t-test to determine whether there were statistically significant differences in undergraduate learners' language skill development and cognitive performances between the empirical class and control class in the pre and post-experiment. The analysis revealed considerable discrepancies in the empirical class's language skill development and cognitive performance. The results demonstrated statistically considerable differences in learners’ performances in post-test between the empirical and control class in favor of the empirical. Based on the findings of the study, the researchers recommends the employment of mixed approach of teaching. Instructors are required to use digital tools side by side with the conventional pedagogies of handling English language classes.
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References
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Affouneh S., Salha S., N., Khlaif Z. (2020). Designing quality e-learning environments for emergency remote teaching in coronavirus crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 1–3.
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Alameri, J., Masadeh, R., Hamadallah, E., Ismail, H. B., & Fakhouri, H. N. (2020). Students' Perceptions Of E-Learning Platforms ( Moodle, Microsoft Teams And Zoom Platforms ) In The University Of Jordan Education And Its Relation To Self-Study And Academic Achievement During COVID-19 Pandemic. Advanced Research & Studies Journal |, 11(5), 21–33.
Almekhlafi, A. G. (2006). The effect of computer assisted language learning (CALL) on United Arab Emirates English as a foreign language (EFL) school students’ achievement and attitude. Journal of Interactive learning research, 17(2), 121-142.
Alturki, U., & Aldraiweesh, A. (2021). Application of Learning Management System (LMS) during the COVID-19 Pandemic: A Sustainable Acceptance Model of the Expansion Technology Approach. Sustainability, 13(19), 10991.).
Chang, C., & Lin, H.K. (2018). Classroom Interaction and Learning Anxiety in the IRS-Integrated Flipped Language Classrooms. The Asia-Pacific Education Researcher, 28, 193-201.
Dehkordi, M. E., & Talebinejad, M. R. (2017). Iranian EFL classroom discourse: The case of teachers' and learners’ functions in their talk and code-switching. Journal of Applied Linguistics and Language Research, 4(7), 186-193.
Elliott, S. N., Kettler, R. J., Beddow, P. A., & Kurz, A. (Eds.). (2018). Handbook of Accessible Instruction and Testing Practices: Issues, Innovations, and Applications. Springer.
Evgenievich Egorov, E., Petrovna Prokhorova, M., Evgenievna Lebedeva, T., Aleksandrovna Mineeva, O., & Yevgenyevna Tsvetkova, S. (2021). Moodle LMS: Positive and Negative Aspects of Using Distance Education in Higher Education Institutions. Propósitos y Representaciones, 9(SPE2), e1104. http://dx.doi.org/10.20511/pyr2021.v9nSPE2.1104.
Fauzi, M., Murdiono, M., Anindiati, I., Lu’lu In Nada, A., Rohmanul Khakim, R., & Mauludiyah, L. (2020). Developing Arabic language instructional content in Canvas LMS for the era and post Covid-19 pandemic. Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 3(3), 161-180.
Gares, S. L., Kariuki, J. K., & Rempel, B. P. (2020). Community matters: Student–instructor relationships foster student motivation and engagement in an emergency remote teaching environment. Journal of Chemical Education, 97(9), 3332-3335.
Ghounane, N. (2020). Moodle or Social Networks: What Alternative Refuge Is Appropriate to Algerian EFL Students to Learn during COVID-19 Pandemic? Arab World English Journal, 11(3), 21-41.
Gulbinskienė, D., Masoodi, M., & Šliogerienė, J. (2017). Moodle as virtual learning environment in developing language skills, fostering metacognitive awareness and promoting learner autonomy. Pedagogika, 127(3), 176-185.
Gundu, N., & Ozcan, D. (2017). Implementation of the Moodle system into EFL classes. Profile Issues in Teachers Professional Development, 19, 51-64.
Hamad, F. K. (2021). Palestinian Mothers’ Perceptions about Online Learning at Public and Private Elementary Schools during COVID-19: Challenges and Recommendations. Pedagogical Research, 6(3).
Lee, Cynthia, Yeung, Alex, and Ip, Tiffany. (2017). University English language learners' readiness to use computer technology for self-directed learning. System. 67, pp. 99-110. https://doi.org/10.1016/j.
Magableh, I. S. I., & Abdullah, A. (2020). Effectiveness of differentiated instruction on primary school students’ English reading comprehension Achievement. International Journal of Learning, Teaching and Educational Research, 19(3), 20-35.
Octaberlina, L. R., & Muslimin, A. I. (2020). EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic. International Journal of Higher Education, 9(6), 1-9.
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
Prasetya, R. E. (2021a). Effectiveness of Teaching English for Specific Purposes in LMS Moodle: Lecturers' Perspective. Journal of English Language Teaching and Linguistics, 6(1), 93-109.
Prasetya, R. E. (2021b). Perception and Challenges Integrating Teaching English Based on LMS Moodle During Covid-19 Pandemic. ELITE JOURNAL, 3(1), 31-50.
Psycharis, S., Chalatzoglidis, G., & Kalogiannakis, M. (2013). Moodle as a learning environment in promoting conceptual understanding for secondary school students. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 11-21.
Radwan, E., Radwan, A., & Radwan, W. (2020). The role of social media in spreading panic among primary and secondary school students during the COVID-19 pandemic: An online questionnaire study from the Gaza Strip, Palestine. Heliyon, 6(12), e05807. https://doi.org/10.1016/j.heliyon.2020.e05807
Talebi, R., Reza Taheri, H., & Sohrabi, M. (2018). Index of difficulty which is an Effective Factor on especial Skill Formation in Basketball Free Throw: Index of learning difficulty hypothesis. Revista Publicando, 5(16 (2), 50-62. Retrieved from https://revistapublicando.org/revista/index.php/crv/article/view/1647
SARNOU, H., & SARNOU, D. (2021). Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID-19: The case of MA Language and Communication at Mostaganem University. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021 (1) 354 -363. DOI: https://dx.doi.org/10.24093/awej/covid.26
Shahzad, S. K., Hussain, J., Sadaf, N., Sarwat, S., Ghani, U., & Saleem, R. (2020). Impact of Virtual Teaching on ESL Learners' Attitudes under COVID-19 Circumstances at Post Graduate Level in Pakistan. English Language Teaching, 13(9), 1-9.
Shraim, K. & Crompton, H. (2020). The use of technology to continue learning in Palestine disrupted with COVID-19. Asian Journal of Distance Education, 15(2), 1-20. doi: https://doi.org/10.5281/zenodo.4292589.
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6(1), 165–180. http://dx.doi.org/10125/25148
Sobaih, A.E.E.; Moustafa, M.A.; Ghandforoush, P.; Khan, M. (2016). To use or not to use? Social media in higher education in developing countries. Comput. Hum. Behav. 58, 296–305.
Yasmin, M., Naseem, F., &Masso, I. C. (2019). Teacher-directed learning to self-directed learning transition barriers in Pakistan. Studies in Educational Evaluation, 61, 34-40. https://doi.org/10.1016/j.stueduc.2019.02.003.
Yılmaz, R., & Keser, H. (2017). The impact of interactive environment and metacognitive support on academic achievement and transactional distance in online learning. Journal of Educational Computing Research, 55(1), 95-122. Doi: 10.1177/0735633116656453.
Affouneh S., Salha S., N., Khlaif Z. (2020). Designing quality e-learning environments for emergency remote teaching in coronavirus crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 1–3.
Al Bataineh, K. B., Banikalef, A., & H Albashtawi, A. (2019). The effect of blended learning on EFL students’ grammar performance and attitudes: an investigation of Moodle. Arab World English Journal (AWEJ.) Volume, 10.
Alameri, J., Masadeh, R., Hamadallah, E., Ismail, H. B., & Fakhouri, H. N. (2020). Students' Perceptions Of E-Learning Platforms ( Moodle, Microsoft Teams And Zoom Platforms ) In The University Of Jordan Education And Its Relation To Self-Study And Academic Achievement During COVID-19 Pandemic. Advanced Research & Studies Journal |, 11(5), 21–33.
Almekhlafi, A. G. (2006). The effect of computer assisted language learning (CALL) on United Arab Emirates English as a foreign language (EFL) school students’ achievement and attitude. Journal of Interactive learning research, 17(2), 121-142.
Alturki, U., & Aldraiweesh, A. (2021). Application of Learning Management System (LMS) during the COVID-19 Pandemic: A Sustainable Acceptance Model of the Expansion Technology Approach. Sustainability, 13(19), 10991.).
Chang, C., & Lin, H.K. (2018). Classroom Interaction and Learning Anxiety in the IRS-Integrated Flipped Language Classrooms. The Asia-Pacific Education Researcher, 28, 193-201.
Dehkordi, M. E., & Talebinejad, M. R. (2017). Iranian EFL classroom discourse: The case of teachers' and learners’ functions in their talk and code-switching. Journal of Applied Linguistics and Language Research, 4(7), 186-193.
Elliott, S. N., Kettler, R. J., Beddow, P. A., & Kurz, A. (Eds.). (2018). Handbook of Accessible Instruction and Testing Practices: Issues, Innovations, and Applications. Springer.
Evgenievich Egorov, E., Petrovna Prokhorova, M., Evgenievna Lebedeva, T., Aleksandrovna Mineeva, O., & Yevgenyevna Tsvetkova, S. (2021). Moodle LMS: Positive and Negative Aspects of Using Distance Education in Higher Education Institutions. Propósitos y Representaciones, 9(SPE2), e1104. http://dx.doi.org/10.20511/pyr2021.v9nSPE2.1104.
Fauzi, M., Murdiono, M., Anindiati, I., Lu’lu In Nada, A., Rohmanul Khakim, R., & Mauludiyah, L. (2020). Developing Arabic language instructional content in Canvas LMS for the era and post Covid-19 pandemic. Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 3(3), 161-180.
Gares, S. L., Kariuki, J. K., & Rempel, B. P. (2020). Community matters: Student–instructor relationships foster student motivation and engagement in an emergency remote teaching environment. Journal of Chemical Education, 97(9), 3332-3335.
Ghounane, N. (2020). Moodle or Social Networks: What Alternative Refuge Is Appropriate to Algerian EFL Students to Learn during COVID-19 Pandemic? Arab World English Journal, 11(3), 21-41.
Gulbinskienė, D., Masoodi, M., & Šliogerienė, J. (2017). Moodle as virtual learning environment in developing language skills, fostering metacognitive awareness and promoting learner autonomy. Pedagogika, 127(3), 176-185.
Gundu, N., & Ozcan, D. (2017). Implementation of the Moodle system into EFL classes. Profile Issues in Teachers Professional Development, 19, 51-64.
Hamad, F. K. (2021). Palestinian Mothers’ Perceptions about Online Learning at Public and Private Elementary Schools during COVID-19: Challenges and Recommendations. Pedagogical Research, 6(3).
Lee, Cynthia, Yeung, Alex, and Ip, Tiffany. (2017). University English language learners' readiness to use computer technology for self-directed learning. System. 67, pp. 99-110. https://doi.org/10.1016/j.
Magableh, I. S. I., & Abdullah, A. (2020). Effectiveness of differentiated instruction on primary school students’ English reading comprehension Achievement. International Journal of Learning, Teaching and Educational Research, 19(3), 20-35.
Octaberlina, L. R., & Muslimin, A. I. (2020). EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic. International Journal of Higher Education, 9(6), 1-9.
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
Prasetya, R. E. (2021a). Effectiveness of Teaching English for Specific Purposes in LMS Moodle: Lecturers' Perspective. Journal of English Language Teaching and Linguistics, 6(1), 93-109.
Prasetya, R. E. (2021b). Perception and Challenges Integrating Teaching English Based on LMS Moodle During Covid-19 Pandemic. ELITE JOURNAL, 3(1), 31-50.
Psycharis, S., Chalatzoglidis, G., & Kalogiannakis, M. (2013). Moodle as a learning environment in promoting conceptual understanding for secondary school students. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 11-21.
Radwan, E., Radwan, A., & Radwan, W. (2020). The role of social media in spreading panic among primary and secondary school students during the COVID-19 pandemic: An online questionnaire study from the Gaza Strip, Palestine. Heliyon, 6(12), e05807. https://doi.org/10.1016/j.heliyon.2020.e05807
Talebi, R., Reza Taheri, H., & Sohrabi, M. (2018). Index of difficulty which is an Effective Factor on especial Skill Formation in Basketball Free Throw: Index of learning difficulty hypothesis. Revista Publicando, 5(16 (2), 50-62. Retrieved from https://revistapublicando.org/revista/index.php/crv/article/view/1647
SARNOU, H., & SARNOU, D. (2021). Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID-19: The case of MA Language and Communication at Mostaganem University. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021 (1) 354 -363. DOI: https://dx.doi.org/10.24093/awej/covid.26
Shahzad, S. K., Hussain, J., Sadaf, N., Sarwat, S., Ghani, U., & Saleem, R. (2020). Impact of Virtual Teaching on ESL Learners' Attitudes under COVID-19 Circumstances at Post Graduate Level in Pakistan. English Language Teaching, 13(9), 1-9.
Shraim, K. & Crompton, H. (2020). The use of technology to continue learning in Palestine disrupted with COVID-19. Asian Journal of Distance Education, 15(2), 1-20. doi: https://doi.org/10.5281/zenodo.4292589.
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6(1), 165–180. http://dx.doi.org/10125/25148
Sobaih, A.E.E.; Moustafa, M.A.; Ghandforoush, P.; Khan, M. (2016). To use or not to use? Social media in higher education in developing countries. Comput. Hum. Behav. 58, 296–305.
Yasmin, M., Naseem, F., &Masso, I. C. (2019). Teacher-directed learning to self-directed learning transition barriers in Pakistan. Studies in Educational Evaluation, 61, 34-40. https://doi.org/10.1016/j.stueduc.2019.02.003.
Yılmaz, R., & Keser, H. (2017). The impact of interactive environment and metacognitive support on academic achievement and transactional distance in online learning. Journal of Educational Computing Research, 55(1), 95-122. Doi: 10.1177/0735633116656453.
Published
2022-12-21
How to Cite
Masood, K. (2022). Using Moodle as a Digital Educational Tool to Improve Undergraduate students’ English Language Cognitive Performance and Proficiency. International Journal of Research in Educational Sciences., 6(01), 209 - 240. Retrieved from http://iafh.net/index.php/IJRES/article/view/367
Section
Articles
Copyright (c) 2023 Khaled Mahmoud Masood
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