跳至主要内容

Moodle as Builder of Motivation and Autonomy in English Courses

Read  full  paper  at:
http://www.scirp.org/journal/PaperInformation.aspx?PaperID=53555#.VMiL1CzQrzE

Author(s)   

ABSTRACT
Moodle is one of the mostly used open source learning management systems. It may create an encouraging, informative and always renewable language education environment. It is both motivating and autonomy building in particularly English language courses. In this paper, focus of the research is to survey on Moodle’s position to motivate and create autonomous e-learning in English language courses. Distinctive features of this study were that language learners who were participants of the study did not experience English preparatory class at university level and never used a particular learning management system (LMS) to learn English before. They had weekly four hours of English language classes in each term for four years of their bachelor education. The students used Moodle to learn and improve their English with asynchronous applications as an extension to face-to-face sessions of the courses. At the end of almost four months of study, averages of their exam scores and a satisfaction questionnaire were used to evaluate the effectiveness of Moodle on students’ motivations and autonomous learning. As a consequence of the study, it was observed that Moodle considerably contributed to the levels of their motivation and autonomy to improve their English language skills.
 
Cite this paper
Ayan, E. (2015) Moodle as Builder of Motivation and Autonomy in English Courses. Open Journal of Modern Linguistics, 5, 6-20. doi: 10.4236/ojml.2015.51002.
 
References
[1]Borg, S., & Al-Busaidi, S. (2011). Teachers’ Beliefs and Practices Regarding Learner Autonomy. ELT Journal, 66, 283-292.
http://dx.doi.org/10.1093/elt/ccr065
 
[2]Chapelle, C. A. (2007). Autonomy Meets Individualization in CALL. TIC et autonomie dans l’apprentissage des langues (Mélanges CRAPEL, 28, 77-88). Nancy: CRAPEL.
http://www.atilf.fr/IMG/pdf/melanges/5_CHAPELLE.pdf
 
[3]Chateau, A., & Zumbihl, H. (2012). Towards New Roles for Learners and Teachers in a Language Learning System?
http://eurocall.webs.upv.es/documentos/newsletter/papers_20%281%29/08_chateau.pdf
 
[4]Chourishi, D., Chanchal, K. B., Chaurasia, A., & Soni, A. (2011). Effective E-Learning through Moodle.
http://www.ijater.com/Files/IJATER_01_06.pdf
 
[5]Dickinson, L. (1995). Autonomy and Motivation a Literature Review. System, 23, 165-174.
http://www.sciencedirect.com/science/article/pii/0346251X95000055
http://dx.doi.org/10.1016/0346-251X(95)00005-5
 
[6]Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A Dynamic Analysis of the Interplay between Asynchronous and Synchronous Communication in Online Learning: The Impact of Motivation. Journal of Computer Assisted Learning, 30, 30-50.
http://dx.doi.org/10.1111/jcal.12020
 
[7]Gao, X., & Lamb, T. (2011). Exploring Links between Identity, Motivation, and Autonomy. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, Motivation and Autonomy in Language Learning. Clevedon: Multilingual Matters.
 
[8]Gordon, D. T. (1975). Etkili Ogretmenlik Egitimi (3rd Ed.). Istanbul: Profil Yayincolik.
 
[9]Hubackova, S., Semradova, I., & Klimova, B. F. (2011). Blended Learning in a Foreign Language Teaching. Procedia—Social and Behavioral Sciences, 28, 281-285.
http://dx.doi.org/10.1016/j.sbspro.2011.11.054
 
[10]Jones, R. G. (2011). Emerging Technologies Autonomous Language Learning. Language Learning & Technology, 15, 4-11.
http://llt.msu.edu/issues/october2011/v15n3.pdf#page=9
 
[11]Mayer, R. E. (2013). Incorporating Motivation into Multimedia Learning. Learning and Instruction, 29, 171-173.
 
[12]Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition. Language Learning, 63, 34-62.
http://dx.doi.org/10.1111/j.1467-9922.2012.00717.x
 
[13]Peng, J.-E., & Woodrow, L. (2010). Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context. Language Learning, 60, 834-876.
http://dx.doi.org/10.1111/j.1467-9922.2010.00576.x
 
[14]Park, B., Plass, J. L., & Brünken, R. (2013). Cognitive and Affective Processes in Multimedia Learning. Learning and Instruction, 29, 125-127.
 
[15]Price, F., & Kadi-Hanifi, K. (2011). E-Motivation! The Role of Popular Technology in Student Motivation and Retention. Research in Post-Compulsory Education, 16, 173-187.
http://dx.doi.org/10.1080/13596748.2011.575278
 
[16]Razak, R. A., & See, Y. C. (2010). Improving Academic Achievement and Motivation through Online Peer Learning. Procedia-Social and Behavioral Sciences, 9, 358-362.
http://dx.doi.org/10.1016/j.sbspro.2010.12.164
 
[17]Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Mountain View, CA: Innosight Institute.
http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf
 
[18]Ushioda, E. (2011). Motivating Learners to Speak as Themselves. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, Motivation and Autonomy in Language Learning. Clevedon: Multilingual Matters.               eww150128lx
标签：

评论

发表评论

此博客中的热门博文

Does Immigration Promote the Investment of the Monopolistic Firm?

In the present paper, we examine the effect of increasing uncertainty of immigrants’ growth on the optimal timing of investment of a firm that has a monopolistic power over the labor market. It is revealed that when the uncertainty of immigrants’ growth is more than a threshold level, increasing uncertainty of immigrants’ growth accelerates the optimal timing of firms’ investment and enhances the economic growth, even if the uncertainty of immigrants’ growth is formulated by the geometric Brownian motion, which is in sharp contrast to the standard result that an increase in the uncertainty postpones the optimal timing. With an increase in the immigrants over the past ten years, workforces in the host countries have been growing significantly to the extent that the immigrants represent 70% of the increase in the workforce in Europe, and 47% in the United States as OECD indicates. In the present paper, we attempted to investigate the effect of increased uncertainty caused by the growi...
发表评论
阅读全文

Education Policy Implementation: A Mechanism for Enhancing Primary Education Development in Zanzibar

Education is one of the fundamental rights of individuals; therefore, the government of a country needs to develop and strengthen educational policy and quality as well as to ensure that everyone has equal access to basic education. The improvement of access and quality of education in the world is becoming as an essential factor in development, whereas the basic education (primary school), is acknowledged as a foundation of the higher educational development for every country. To fulfill this goal, governments introduce several policies and procedures; however, it requires some reforms and participation from the politician, policymakers, and other stakeholders to re-examine educational policy so that it can lead to multiplication and betterment of the reforms. Educational reforms actually focus on accountability. A positive educational development and reform is very challenging and needs more effort and strategy on how to use and utilize the resources effectively as such it can achie...
发表评论
阅读全文