The Effectiveness of Adopting Learning Management System Tools to Enhance Formative Assessment in Teaching English for Saudi University Students
| المصدر: | المجلة العربية للآداب والدراسات الانسانية |
|---|---|
| الناشر: | المؤسسة العربية للتربية والعلوم والآداب |
| المؤلف الرئيسي: | Abdul Fattah, Said Fathy El Said (Author) |
| المجلد/العدد: | ع7 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2019
|
| الشهر: | فبراير |
| الصفحات: | 311 - 332 |
| DOI: |
10.33850/AJAHS.2019.44601 |
| ISSN: |
2537-0421 |
| رقم MD: | 944838 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex, AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
English | Teaching | Learning Management System and Literature Review
|
| رابط المحتوى: |
عدد مرات التحميل
24
| المستخلص: |
Adopting technologies in English language teaching, particularly in the field of assessment provides varied facilities for students’ learning that are not possible with other traditional activities. Learning management system (LMS) is not a pedagogical approach or a method that has certain rules that have taken place inside or outside the class. It is a method for delivering course components. It ensures that students become active participants and self- paced learners compared with in the traditional classroom. The purpose of this paper is to investigate the effectiveness of adopting learning management system tools to enhance formative assessment in teaching English. The sample of the study was 72 students involved in three courses in English language Department, Qassim Private Colleges. This sample represented both of the experimental group, who were evaluated through the LMS during the second term, and controlled group. The result of the study was divided into two types; quantitative analyses that based on comparing both of the final exam results in both groups and qualitative analysis that based on experimental group interviews. It showed that the experimental group yielded better results than the controlled group in their posttest. |
|---|---|
| ISSN: |
2537-0421 |
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