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

Sorin M. Popovici
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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.
电子语法导师:Moodle仍然是二语学习管理系统吗?
摘要:本文试图重新审视Moodle作为外语/第二语言(L2)句子语法学习管理系统(LMS)的相关性。通过本研究,研究者想确定基于moodle的语法问题句的语言练习,结合线下的练习,是否对提高学生在线群体的语法正确句子的产出有积极的效果,更重要的是,是否可以在今天以网络为主导的语言学习教学中更大规模地实施。本研究选取的学生样本为英四Assumption大学(AU)本科生,随机从该讲师所教的不同课程中选取。本文提出的研究方法包括电子语法导师的开发与实施(实验)。使用独立样本t检验和配对样本t检验结果来衡量在线组内的进度和学习收益。检验结果显示,在线组和离线组在实验结束时的平均得分有统计学意义(p = 0.000)。这些结果支持了作者的另一个假设,即基于moodle的句子语法辅导系统仍然是提高二语学习者语法准确性的有效和重要资产。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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