Using Moodle as a Digital Educational Tool to Improve Undergraduate Students' English Language Cognitive Performance and Proficiency
| المصدر: | المجلة الدولية للبحوث في العلوم التربوية |
|---|---|
| الناشر: | المؤسسة الدولية لآفاق المستقبل |
| المؤلف الرئيسي: | Masood, Khaled Mahmoud (Author) |
| المجلد/العدد: | مج6, ع1 |
| محكمة: | نعم |
| الدولة: |
إستونيا |
| التاريخ الميلادي: |
2023
|
| الصفحات: | 209 - 239 |
| ISSN: |
2585-6081 |
| رقم MD: | 1342425 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Cognitive Competencies | Language Skills | Learning Activities | Moodle | Undergraduates
|
| رابط المحتوى: |
عدد مرات التحميل
11
| المستخلص: |
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. An independent t-test is used 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 researcher 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. |
|---|---|
| ISSN: |
2585-6081 |
عناصر مشابهة
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