Implementation of the Moodle System Into EFL Classes

Implementation of the Moodle System Into EFL Classes

1. Aim of the Study

   • The aim of the study was to examine the students’ perception on using the Moodle system in English College in English language lessons.
     • The study seeks to examine and explore students’ and English as a Foreign Language (efl) teachers’ opinions on using the Moodle in their English classes.

2. Research Design

   • The study was undertaken to address students’ perceptions and teachers’ opinions of the Moodle system in English classes in English College in North Cyprus where it is currently being used as part of instruction.
     • The study was designed using a mixed methods approach where quantitative data collection methods were used for collecting and analysing data about students’ perceptions and qualitative data collection methods used to collect data about teacher opinions on various aspects of the system.

3. Participants

   • The participants of the research consisted of 333 secondary school students studying in English College, who were randomly selected. The students were categorized into two groups where 131 were in the age of 13-15 (middle school level) and 202 were in the 16-18 (high school level) age group.
     • In addition to the student survey, 10 randomly selected English language teachers who were teaching in English College at the time of the study were asked to participate in the focus group discussions.

4. Data Collecting Tools

   • For the first part of the study, which consisted of collecting data about the perceptions of students of the Moodle system, a researcher-made questionnaire adapted from “Learning Management Systems Coherence with Technology” was used. The questionnaire consisted of two parts. The first part was developed by the researcher
     • The second part of the questionnaire contained 23 items, which were grouped under five dimensions for the analysis purpose. These dimensions were: self-efficacy, perceived ease of use, attitude, system usage, and personal innovativeness in the domain of information technology. The items for the five dimensions were measured on a five level Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).

5. Data Analysis

   • The quantitative analysis was conducted by using spss 22.0 and qualitative analysis was content based. While analysing the quantitative data collected through the questionnaires, descriptive statistics were used to find out the percentages and frequencies of the demographic features of the students.
     • The variables of the perception on Moodle were explained with the lowest and the highest scores of mean and standard deviations. Then, t-tests were carried out based on a comparison of different groups and variables such as different grade levels and private lesson attendance. Qualitative data were analysed using the open coding method. Qualitative data were analysed using the open coding method.

6. Findings and Discussion

   • The findings in this study revealed that even though students were self- efficient with computers, found the system easy to use, had positive attitudes, and were also innovative, they did not use the system frequently for some reason. Therefore, it might be argued that the traditional teaching-learning concepts are kind of habitually formed and are embedded in teaching practices while the adaptation of new technologies needs some time to be truly functional.
     • Younger students used the system much more than the older ones. In contrast, both age groups were self-efficient in computer skills and seemed to be equally innovative; generally, this would be expected to affect their technology usage whereas this is seen as not valid for this study.

7. Discussion and Conclusion

   • The general conclusion of the research reveals that the perceptions of English College students towards the Moodle system in efl classes are rather positive.
     • The system’s structure of the implemented Moodle system in English College needs to be more structured and the internet access to be more reliable. Teachers’ awareness of the functions provided by Moodle and its possible areas for use should be raised with the help of training sessions. In