Research Article | Open Access
Moodle in English Language Teaching and Learning in Jordan: Instructors and Students’ Perspective
Abdel Hameed Al Awabdeh
Pages: 1280-1288
Abstract
To support the significance of instructor readiness for the adoption of E-learning, it is
necessary to examine the factors affecting instructors’ integration of Moodle into their
English classrooms, as well as the students' perceptions of those who are
learning English by using Moodle. This study had chosen to implement both qualitative
and quantitative methods of analysis. The study's subjects comprised 25 lecturers and
150 students. The findings revealed that the lecturers from the University of Amman's
School of English used Moodle as part of the English language teaching method. The
majority of them used the option of document uploading and sharing function to give
assignments to students and encouraged them to access and download the
course materials outside of learning sessions to better enhance their competencies
in English learning skills. Additionally, it was later discovered that the positive
impacts of adopting Moodle during English lessons are as follows: Moodle promotes
student-centered learning engagement, anytime-anywhere learning, simplifies course
management, and mitigates the expense and time constraint of delivering lessons. The
drawbacks of using Moodle in English classes are linked to technological problems,
mainly regarding access to the Internet, inadequate professional development given
to instructors, and Moodle's efficacy. Students exhibited favorable views
regarding English learning by using Moodle as a platform. This is shown through their
great computer self-efficacy, system engagement, and user satisfaction.
Keywords
Moodle, Learning Management System LMS English Teaching, Learning, EFL Students, Jordan.