Towards a Moodle-based assessment of Algerian EFL students’ writing performance
DOI:
https://doi.org/10.30827/portalin.vi36.17866Keywords:
e-assessment, EFL, language learning, Moodle, writing.Abstract
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.
Downloads
References
Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities and Social Science, 3(9), 254–266.
Ahmed, A. (2018). Assessment of EFL Writing in Some Arab University Contexts: Issues and Challenges. In A. Ahmed & H. Abouabdelkader (Eds.), Assessing EFL Writing in the 21st Century Arab World: Revealing the Unknown (pp. 1–19). Palgrave Macmillan.
Al-Ajlan, A., & Zedan, H. (2008). Why moodle [Conference presentation]. 12th IEEE International Workshop on Future Trends of Distributed Computing Systems. Kunming, China.
Al-Qdah, M., & Ababneh, I. (2017). Comparing online and paper exams: Performances and perceptions of Saudi students. International Journal of Information and Education Technology, 7(2), 106–109. doi: https://doi.org/10.18178/ijiet.2017.7.2.850
Appiah, M., & Tonder, F. (2018). E-Assessment in Higher Education: A Review. International Journal of Business Management and Economic Research, 9(6), 1454–1460.
Ardiasih, L., Em, Z., & Rasyid, Y. (2019). Online Collaborative Writing Technique Using Wiki: How Effective is It to Enhance Learners’ Essay Writing? The Journal of Asia TEFL, 16(2), 531–546. http://dx.doi.org/10.18823/asiatefl.2019.16.2.6.531.
Boitshwarelo, B., Reedy, A.K., & Billany, T. (2017). Envisioning the use of online tests in assessing twenty-first century learning: a literature review. Research and Practice in Technology Enhanced Learning, 12(1), 16. https://doi.org/10.1186/s41039-017-0055-7.
Bouziane, A., & Zyad, H. (2018). The Impact of Self and Peer Assessment on L2 Writing: The Case of Moodle Workshops. In A. Ahmed & H. Abouabdelkader (Eds.), Assessing EFL Writing in the 21st Century Arab World: Revealing the Unknown (pp. 111–135). Palgrave Macmillan.
Buzzetto-More, N.A., & Alade, A.J. (2006). Best practices in e-assessment. Journal of Information Technology Education: Research, 5, 251-269.
Cazan, A.M., & Indreica, S.E. (2014, April 24–25). Traditional assessment of learning versus online assessment [Conference presentation]. 10th International Scientific Conference eLearning and Software for Education, Bucharest.
Chatzigavriil, A., Fernando, T., & Werner, M. (2015). E-assessment practice at Russell Group Universities. http://eprints.lse.ac.uk/64328/1/e-assement_practice_at_russell_group_universities.pdf
Chaudhary, S., & Dey, N. (2013). Assessment in Open and Distance Learning System (ODL): A Challenge. Open Praxis, 5(3), 207–216. http://dx.doi.org/10.5944/openpraxis.5.3.65.
Coe, N., Rycroft, R., & Ernest, P. (1985). Writing Skills: A Problem-Solving Approach for Upper-Intermediate and More Advanced Students. Cambridge University Press.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge Falmer.
Creixell, W., & Ganter, C. (2016, July 25–28). Web Framework for Developing Real Time Applications for Education [Conference presentation]. Learning Technology for Education in Cloud – The Changing Face of Education: 5th International Workshop, LTEC 2016, Hagen, Germany.
Crisp, G. (2011). Teacher’s Handbook on e-Assessment (Vol. 18). Australian Learning and Teaching Council Ltd.
Crystal, D. (2008). A Dictionary of Linguistics and Phonetics. 6th ed. Blackwell Publishing Ltd.
Diamantopoulos, A., & Schlegelmilch, B. (2000). Taking the Fear Out of Data Analysis: A Step-by-step Approach (Vol. 118). Thomson.
Donado, A.I.D., & Niebles, J.M.P. (2018). The Effect of a Dual Intervention on University Students’ Academic Writing Skills: A Case Study. REVISTA ADELANTE-AHEAD, 7(1), 114–121.
Elliott, A., & Woodward, W. (2014). IBM SPSS by Example: A Practical Guide to Statistical Data Analysis. SAGE Publications.
Ferris, D. (2010). Second language writing research and written corrective feedback in SLA: Intersections and Practical Applications. Studies in Second Language Acquisition, 32(2), 181–201.
Field, J. (2004). Psycholinguistics: The Key Concepts: Routledge.
Fraenkel, J., Wallen, N., & Helen, H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Humanities/Social Sciences/Languages.
Gava, I.Y., & Dalla Costa, N.V. (2018). A socio-cognitive approach to the development of EFL writing skills through a collaborative online discussion forum in a university course. Argentinian Journal of Applied Linguistics, 6(2), 6–25.
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International journal of endocrinology and metabolism, 10(2), 486–489. https://doi.org/10.5812/ijem.3505.
Grubišić, A., Stankov, S., Rosić, M., & Žitko, B. (2009). Controlled experiment replication in evaluation of e-learning system’s educational influence. Computers & Education, 53(3), 591–602.
Harmer, J. (1998). How to Teach English: An Introduction to the Practice of English Language Teaching. Longman.
Hatcher, L. (2003). Step-by-Step Basic Statistics Using SAS: Student Guide. SAS Institute.
Heaton, J.B. (1988). Writing English language tests. Longman.
Hsu, T.C. (2005). Research methods and data analysis procedures used by educational researchers. International Journal of Research & Method in Education, 28(2), 109–133. https://doi.org/10.1080/01406720500256194.
Hyland, K. (2003). Second Language Writing. Cambridge University Press.
İnceçay, G., & Genç, E. (2014). University Level EFL Students’ Self Blogging to Enhance Writing Efficacy. Procedia–Social and Behavioral Sciences, 116, 2640–2644. http://dx.doi.org/10.1016/j.sbspro.2014.01.627.
JISC. (2007). Effective Practice with e-Assessment: An overview of technologies, policies and practice in further and higher education. https://webarchive.nationalarchives.gov.uk/20140702223032/http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceassess.pdf
Jordan, S. (2013). E-assessment: Past, present and future. New Directions in the Teaching of Physical Sciences, 9, 87–106. doi:10.29311/ndtps.v0i9.504
Kang, E., & Han, Z. (2015). The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta-Analysis. The Modern Language Journal, 99(1), 1–18. doi: https://doi.org/10.1111/modl.12189
Klimova, B.F. (2014). Constraints and Difficulties in the Process of Writing Acquisition. Procedia-Social and Behavioral Sciences, 122, 433–437. doi.org/10.1016/j.sbspro.2014.01.1367.
Kumar, R. (2010). Research Methodology: A Step-by-Step Guide for Beginners. SAGE Publications.
Leroy, G. (2011). Designing User Studies in Informatics. Springer Verlag London.
Lien, C.T.X. (2015, August 13–15). Enhancing writing skills for second-year English majors through a MOODLE-based blended writing course: An action research at Hue University of foreign languages [Paper presentation]. 6th International TESOL Conference, Curtin University, Australia.
Mojarrad, H., Hemmati, F., Jafari Gohar, M., & Sadeghi, A. (2013). Computer-based Assessment Vs. Paper Pencil-based Assessment: An Investigation into the Performance and Attitude of Iranian EFL Learners' Reading Comprehension. International Journal of Language Learning and Applied Linguistics World, 4(4), 418–428.
Moodle Statistics (n.d.) Retrieved from https://stats.moodle.org/ on 02/01/2019
Nagatomo, D.H. (2006, October 7–10). Motivating Students to Write More with Moodle [Conference presentation]. 31st JALT International Conference on Language Teaching and Learning & Educational Materials Exposition, Shizuoka, Japan.
Nosratinia, M., & Razavi, F. (2016). Writing complexity, accuracy, and fluency among EFL learners: Inspecting their interaction with learners’ degree of creativity. Theory and practice in language studies, 6(5), 1043–1052.
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in this journal agree to the following terms:
- The authors retain copyright and guarantee to the journal the right to be the first to publish the work as well as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the authorship of the work and the initial publication in this journal.
- Authors may separately enter into additional agreements for non-exclusive distribution of the version of the work published in the journal (e.g., placing it in an institutional repository or publishing it in a book), with acknowledgement of its initial publication in this journal.
- Authors are allowed and encouraged to disseminate their work electronically (e.g., in institutional repositories or on their own website) before and during the submission process, as this can lead to productive exchanges as well as earlier and greater citation of published work (see The Effect of Open Access).
