The e-Grammar Tutor: Is Moodle Still a Viable LMS for L2?

Abstract

DOI: https://doi.org/10.54850/jrspelt.6.29.04 Abstract: This paper seeks to reexamine the relevance of Moodle as a Learning Management System (LMS) for foreign/second language (L2) sentence grammar. With this study, the researcher wants to ascertain whether Moodle-based language practice of grammatically problematic sentences, in conjunction with offline practice, has positive results in improving the online group of students’ production of grammatically correct sentences and, more significantly, whether it can be implemented on a larger scale in today’s online-dominated language-learning instruction. The students selected for this study were samples of English IV Assumption University (AU) undergraduates randomly selected from different sections taught by this instructor. The proposed research methodology consisted of the e-Grammar Tutor Development and the Implementation (the Experiment).The Independent Samples T-Test and the Paired Samples T-Test results were used to measure the progress and learning gains within the Online Group. The test results show that there is a statistically significant difference between the mean scores of the Online and Offline groups at the end of the Experiment (p = 0.000). These results support the writer’s alternate hypothesis that a Moodle-based tutoring system for sentence grammar is still an effective and vital asset for improving the grammatical accuracy of L2 learners.