Moodle as Builder of Motivation and Autonomy in English Courses

Erdal Ayan

Hitit University, Corum, Turkey.

DOI: 10.4236/ojml.2015.51002                

Abstract

Moodle is one of the mostly used open source learning management systems. It may create an encouraging, informative and always renewable language education environment. It is both motivating and autonomy building in particularly English language courses. In this paper, focus of the research is to survey on Moodle’s position to motivate and create autonomous e-learning in English language courses. Distinctive features of this study were that language learners who were participants of the study did not experience English preparatory class at university level and never used a particular learning management system (LMS) to learn English before. They had weekly four hours of English language classes in each term for four years of their bachelor education. The students used Moodle to learn and improve their English with asynchronous applications as an extension to face-to-face sessions of the courses. At the end of almost four months of study, averages of their exam scores and a satisfaction questionnaire were used to evaluate the effectiveness of Moodle on students’ motivations and autonomous learning. As a consequence of the study, it was observed that Moodle considerably contributed to the levels of their motivation and autonomy to improve their English language skills.

Keywords

Moodle, Motivation, Autonomy, e-Motivation, e-Learning

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Borg, S., & Al-Busaidi, S. (2011). Teachers’ Beliefs and Practices Regarding Learner Autonomy. ELT Journal, 66, 283-292. http://dx.doi.org/10.1093/elt/ccr065
[2]	Chapelle, C. A. (2007). Autonomy Meets Individualization in CALL. TIC et autonomie dans l’apprentissage des langues (Mélanges CRAPEL, 28, 77-88). Nancy: CRAPEL. http://www.atilf.fr/IMG/pdf/melanges/5_CHAPELLE.pdf
[3]	Chateau, A., & Zumbihl, H. (2012). Towards New Roles for Learners and Teachers in a Language Learning System? http://eurocall.webs.upv.es/documentos/newsletter/papers_20%281%29/08_chateau.pdf
[4]	Chourishi, D., Chanchal, K. B., Chaurasia, A., & Soni, A. (2011). Effective E-Learning through Moodle. http://www.ijater.com/Files/IJATER_01_06.pdf
[5]	Dickinson, L. (1995). Autonomy and Motivation a Literature Review. System, 23, 165-174. http://www.sciencedirect.com/science/article/pii/0346251X95000055 http://dx.doi.org/10.1016/0346-251X(95)00005-5
[6]	Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A Dynamic Analysis of the Interplay between Asynchronous and Synchronous Communication in Online Learning: The Impact of Motivation. Journal of Computer Assisted Learning, 30, 30-50. http://dx.doi.org/10.1111/jcal.12020
[7]	Gao, X., & Lamb, T. (2011). Exploring Links between Identity, Motivation, and Autonomy. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, Motivation and Autonomy in Language Learning. Clevedon: Multilingual Matters.
[8]	Gordon, D. T. (1975). Etkili Ogretmenlik Egitimi (3rd Ed.). Istanbul: Profil Yayincolik.
[9]	Hubackova, S., Semradova, I., & Klimova, B. F. (2011). Blended Learning in a Foreign Language Teaching. Procedia—Social and Behavioral Sciences, 28, 281-285. http://dx.doi.org/10.1016/j.sbspro.2011.11.054
[10]	Jones, R. G. (2011). Emerging Technologies Autonomous Language Learning. Language Learning & Technology, 15, 4-11. http://llt.msu.edu/issues/october2011/v15n3.pdf#page=9
[11]	Mayer, R. E. (2013). Incorporating Motivation into Multimedia Learning. Learning and Instruction, 29, 171-173.
[12]	Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition. Language Learning, 63, 34-62. http://dx.doi.org/10.1111/j.1467-9922.2012.00717.x
[13]	Peng, J.-E., & Woodrow, L. (2010). Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context. Language Learning, 60, 834-876. http://dx.doi.org/10.1111/j.1467-9922.2010.00576.x
[14]	Park, B., Plass, J. L., & Brünken, R. (2013). Cognitive and Affective Processes in Multimedia Learning. Learning and Instruction, 29, 125-127.
[15]	Price, F., & Kadi-Hanifi, K. (2011). E-Motivation! The Role of Popular Technology in Student Motivation and Retention. Research in Post-Compulsory Education, 16, 173-187. http://dx.doi.org/10.1080/13596748.2011.575278
[16]	Razak, R. A., & See, Y. C. (2010). Improving Academic Achievement and Motivation through Online Peer Learning. Procedia-Social and Behavioral Sciences, 9, 358-362. http://dx.doi.org/10.1016/j.sbspro.2010.12.164
[17]	Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Mountain View, CA: Innosight Institute. http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf
[18]	Ushioda, E. (2011). Motivating Learners to Speak as Themselves. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, Motivation and Autonomy in Language Learning. Clevedon: Multilingual Matters.