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

Year 2016, Volume: 7 Issue: 4, 314 - 330, 16.10.2016

Hicham Ziyad

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.

Keywords

ELT, Moodle, Technology acceptance, Engagement, Blended writing course

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