Technology-Mediated ELT Writing: Acceptance and Engagement in an Online Moodle Course.

In the past fifteen years, Web 2.0 social networking technologies have ushered in a new era of information production, distribution and consumption with significant implications for language teaching and learning. An example of such technology is Moodle, which is a learning management system with several useful features that can transform the learning environment into a site for interactivity, connectivity and great amounts of extensive learning. With this in mind, the present case study aims to investigate tertiary education students’ acceptance of and engagement in a Moodle-hosted writing course. Using case study methodology, qualitative data were elicited from 24 semester-two students on the basis of focus group interviews constructed in line with Technology Acceptance Model 2. Another source of data is Moodle log reports, which offered a detailed account of students’ contributions and activities in the online writing course. The results showed that almost all the students perceived Moodle as a useful tool for sharing, collaboration and learning. The results also uncovered three different categories of students in terms of level of engagement; namely, highly engaged, moderately engaged and poorly engaged. The implications of these results for an effective implementation of Moodle are discussed.

[1]  David Lester Neumann,et al.  The Effects of Using a Wiki on Student Engagement and Learning of Report Writing Skills in a University Statistics Course. , 2009 .

[2]  Graham Holden,et al.  A role for technology in enhancing students’ engagement with feedback , 2012 .

[3]  Hicham Zyad.  L2 WRITING DEVELOPMENT: THE CASE OF TWO HIGH-ACHIEVING AND TWO STRUGGLING COLLEGE-LEVEL STUDENTS , 2016 .

[4]  Martin Ebner,et al.  Utilizing Wiki-Systems in higher education classes: a chance for universal access? , 2008, Universal Access in the Information Society.

[5]  Fred D. Davis,et al.  A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies , 2000, Management Science.

[6]  Sung Youl Park,et al.  An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning , 2009, J. Educ. Technol. Soc..

[7]  Roger B. Mason.  Student Engagement with, and Participation in, an e-Forum , 2011, J. Educ. Technol. Soc..

[8]  Russell K. Schutt,et al.  Research Methods in Education , 2011 .

[9]  P. Venter,et al.  Drivers of learning management system use in a South African open and distance learning institution , 2012 .

[10]  Carolyn Strand Norman,et al.  Textbook websites: user technology acceptance behaviour , 2011, Behav. Inf. Technol..

[11]  Hicham Zyad,et al.  Integrating Computers in the Classroom: Barriers and Teachers' Attitudes. , 2016 .

[12]  H. Darhmaoui,et al.  ICT Integration into Chemistry-Physics Classes In Middle Schools Through A Participatory Pilot Project Approach , 2012 .

[13]  Reynol Junco,et al.  The effect of Twitter on college student engagement and grades , 2011, J. Comput. Assist. Learn..

[14]  Fred D. Davis.  Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology , 1989, MIS Q..

[16]  J. Bruner,et al.  The role of tutoring in problem solving. , 1976, Journal of child psychology and psychiatry, and allied disciplines.