Technology-Mediated ELT Writing: Acceptance and Engagement in an Online Moodle Course

Autor/in	Zyad, Hicham
Titel	Technology-Mediated ELT Writing: Acceptance and Engagement in an Online Moodle Course
Quelle	In: Contemporary Educational Technology, 7 (2016) 4, S.314-330 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Writing Instruction; Management Systems; English (Second Language); Second Language Learning; Second Language Instruction; Web 2.0 Technologies; Social Networks; Teaching Methods; Online Courses; Student Attitudes; Case Studies; College Students; Cooperative Learning; Learner Engagement; Educational Change; Technology Integration; Statistical Analysis; Blended Learning; Higher Education; Foreign Countries; Morocco + Suchen Sie Ihr Suchwort? Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Social network; Soziales Netzwerk; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Schülerverhalten; Case study; Fallstudie; Case Study; Collegestudent; Kooperatives Lernen; Bildungsreform; Statistische Analyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Marokko
Abstract	In the past fifteen years, Web 2.0 social networking technologies have ushered in a new era of information production, distribution and consumption with significant implications for language teaching and learning. An example of such technology is Moodle, which is a learning management system with several useful features that can transform the learning environment into a site for interactivity, connectivity and great amounts of extensive learning. With this in mind, the present case study aims to investigate tertiary education students' acceptance of and engagement in a Moodle-hosted writing course. Using case study methodology, qualitative data were elicited from 24 semester-two students on the basis of focus group interviews constructed in line with Technology Acceptance Model 2. Another source of data is Moodle log reports, which offered a detailed account of students' contributions and activities in the online writing course. The results showed that almost all the students perceived Moodle as a useful tool for sharing, collaboration and learning. The results also uncovered three different categories of students in terms of level of engagement; namely, highly engaged, moderately engaged and poorly engaged. The implications of these results for an effective implementation of Moodle are discussed. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01