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  • KAMILA GHOUALI Abou Bekr Belkaid University
  • RAÚL RUIZ-CECILIA University of Granada
No. 36 (2021): June, Articles, pages 231-248
Submitted: Jan 4, 2021 Accepted: Feb 15, 2021 Published: Jun 8, 2021
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The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation.


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GHOUALI, K., & RUIZ-CECILIA, R. (2021). Towards a Moodle-based assessment of Algerian EFL students’ writing performance. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (36), 231–248.