Moodle-based Distance Language Learning Strategies: An Evaluation of Technology in Language Classroom

Majid Khabbaz ,Rasool Najjar

doi:10.7575/aiac.ijalel.v.4n.4p.205

Abstract

English language teaching curriculum developers now turn to the heavy use of technology in classrooms. Computer technology, specifically, has brought about many changes in the strategies of language leaning. One of the new computer programs which has recently attracted the attention of language teachers is called Moodle. It is an open-source Course Management System (CMS) which delivers online courses as well as supplement traditional face-to-face language courses. Since there is little information about the feasibility of such a program, this study is an effort to examine it through its adaptability to Language Learning Strategies (LLSs). The data is gathered from 60 Moodle-based EAP users as a purposeful sample of the EAP population through a questionnaire. The participants were also observed and interviewed (6 participants). It was found out that there were no relationships between LLSs and language achievement at Moodle-based distance language learning contexts. The findings imply that learning language through Moodle-based teaching materials impede the process of being autonomous language learners, which is a prerequisite for language learning at distance contexts.

Highlights

Technology-based learning is introduced as a kind of learning “delivered via any technology” (Anohina, 2005)
The results indicated that there was a significant difference between scores for achievement test (M=14.62, SD= 2.57) and Strategy Inventory for Language Learning (SILL) mean score (M= 2.7, SD=50), t (59) = -36.22, p
This technology, which has been used to enhance the autonomous language learning, has provided the learners with different challenges which might in turn impede autonomy learning

Summary

Introduction

Technology-based learning is introduced as a kind of learning “delivered via any technology” (Anohina, 2005). The widespread use of technologies has even changed the understanding of what it means to teach and learn a language, and teaching roles, in response to these changes, are being altered and transformed (White, 2007) It has, brought different expressions into Second/Foreign Language Learning (ESL/EFL), such as distance language learning, online language learning, distributed language learning, virtual language learning, computer-assisted language learning, and web-based language learning (Anohina, 2005). Moodle (Modular object-oriented dynamic/developmental learning environment) came out as an open source LMS Due to both the ubiquity of the internet and increased availability of network bandwidth, this powerful package attracted the interest of many educators all over the world (Cole, 2005). This study, is to answer the problem of whether or not Moodle-based language teaching is worth increasing language learning

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