Moodle in the Algerian EFL Context during Covid-19: Exploring Students’ Attitudes and Academic Achievements

Abstract

Algerian Universities hasten to implement online learning by using platforms like Moodle and Teams after the breakdown of the Covid-19 pandemic. Algerian Universities have recently included online learning; henceforth, teachers’ and students’ knowledge and attitudes toward these platforms impact teaching and learning achievements. This study intends to explore students’ attitudes toward the inclusion of the Moodle platform in learning during the pandemic by taking EFL students at Saida University as a case in point. The paper also seeks to explore the effectiveness of the Moodle platform. The researchers gathered data through a questionnaire that was distributed to 170 EFL Master students. To support the results, the researcher also employed a test and observation. The findings demonstrated that students had many difficulties in using the Moodle Platform. The analysis also revealed that the students had developed negative attitudes toward the use of the platform due to many reasons, mainly net problems and lack of knowledge. The results also indicated that online lectures via Moodle platform impact students’ academic achievements