Towards a Moodle-based assessment of Algerian EFL students’ writing performance

KAMILA GHOUALI; RAÚL RUIZ-CECILIA

doi:10.30827/portalin.vi36.17866

Autores/as

KAMILA GHOUALI Abou Bekr Belkaid University
RAÚL RUIZ-CECILIA Universidad de Granada

DOI:

https://doi.org/10.30827/portalin.vi36.17866

Palabras clave:

e-assessment, EFL, language learning, Moodle, writing.

Resumen

Este trabajo examinó el efecto que una evaluación virtual a través de Moodle tiene sobre la producción escrita de estudiantes de inglés como lengua extranjera (ILE) en Argelia. Para ello, se diseñó una investigación experimental con un grupo control pre-test-post-test. Participaron 42 estudiantes de ILE del departamento de inglés de la Universidad de Tlemcen (Argelia). Se dividieron en un grupo experimental (N=21) y un grupo control (N=21). Se utilizaron un pre-test y un post-test respectivamente antes y después del experimento como herramientas de investigación. Los datos se analizaron cuantitativamente utilizando SPSS IBM (20.0). Los resultados revelaron que la evaluación a través de Moodle tuvo un efecto significativo en los resultados del grupo experimental. Los investigadores concluyeron que el tipo de evaluación propuesto tenía algunos atributos pedagógicos, prácticos y emocionales que explicaban la mejora de las puntuaciones de los estudiantes y se cree que la evaluación virtual actuó como un apoyo pedagógico a la tradicional.

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Biografía del autor/a

KAMILA GHOUALI, Abou Bekr Belkaid University

English Language Department

Part time teacher

RAÚL RUIZ-CECILIA, Universidad de Granada

Department of Foreign Language and Literature Teaching

Senior lecturer

Citas

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