Abstract
References
- Akay, E., & Toraman, C. (2015). Students’ attitudes towards learning English grammar: A study of scale development. Journal of Language and Linguistic Studies, 11(2), 67-82.
- Aljarrah, A.(2011). University of Jordan Students’ Attitudes Towards the use of the Learning Management System as a learning tool. Dirasat Journal, educational sciences. 38(4). 1293 – 1304.
- Amua-Sekyi, E.T.&Nti, S.K. (2015). Factors affecting students’ performance in English at colleges of education in Ghana. International Journal of Research in Humanities, Arts and Literature, 3(10), 29-44.
- Anwaruddin, S. M. (2013). Web 20 and Language Learners’ Motivation: An Action Research Study. Canadian Journal of Action Research. 14(1):51–68.
- Aydin, G. (2012). The role of English proficiency level, personal and affective factors predicting language preparatory school students’ academic success. Unpublished Master’s Thesis, Middle East Technical University, Ankara, Turkey.
- Barnett, V., & Lewis, T. (1978). Outliers in statistical data. New York: Wiley.
- Bates, A. W. (2005). Technology, e-learning and distance education (2nd ed). New York: Routledge Falmer.
Abstract
The use of technology in or beyond classrooms has created a stupendous paradigm to bring down the
classroom walls and open up for new and unique learning opportunities. With the plethora of materials
and rich learning object repositories, LMSs gripped attention of many educational institutions in different
levels. Although LMS has been heralded as a great platform to support learning, the impact of it on
student achievement has always been under question. Therefore, the aim of this study was to investigate
the relationship between university students’ achievement in an English preparatory program and the use
of LMS in language learning process. In a mixed-method design, quantitative data were collected from 321
students in the School of Foreign Languages, and qualitative data were gathered from interviews with 30
randomly selected students. The results revealed that the use of LMS had a much greater impact on midterm
exams than the proficiency exam although it had an effect on both. The analyses of the interviews indicated
that participants had mostly positive attitudes towards the use of LMS as they thought it contributed to their
language learning processes.
References
- Akay, E., & Toraman, C. (2015). Students’ attitudes towards learning English grammar: A study of scale development. Journal of Language and Linguistic Studies, 11(2), 67-82.
- Aljarrah, A.(2011). University of Jordan Students’ Attitudes Towards the use of the Learning Management System as a learning tool. Dirasat Journal, educational sciences. 38(4). 1293 – 1304.
- Amua-Sekyi, E.T.&Nti, S.K. (2015). Factors affecting students’ performance in English at colleges of education in Ghana. International Journal of Research in Humanities, Arts and Literature, 3(10), 29-44.
- Anwaruddin, S. M. (2013). Web 20 and Language Learners’ Motivation: An Action Research Study. Canadian Journal of Action Research. 14(1):51–68.
- Aydin, G. (2012). The role of English proficiency level, personal and affective factors predicting language preparatory school students’ academic success. Unpublished Master’s Thesis, Middle East Technical University, Ankara, Turkey.
- Barnett, V., & Lewis, T. (1978). Outliers in statistical data. New York: Wiley.
- Bates, A. W. (2005). Technology, e-learning and distance education (2nd ed). New York: Routledge Falmer.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | October 1, 2020 |
| Submission Date | December 10, 2019 |
| Published in Issue | Year 2020 Volume: 21 Issue: 4 |
