Contenido principal del artículo

KAMILA GHOUALI
Abou Bekr Belkaid University
Algeria
Biografía
RAÚL RUIZ-CECILIA
Universidad de Granada
España
Biografía
Núm. 36 (2021): June, Artículos, Páginas 231-248
DOI: https://doi.org/10.30827/portalin.vi36.17866
Recibido: ene 4, 2021 Aceptado: feb 15, 2021 Publicado: jun 8, 2021
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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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