REFINING THE ENGLISH SYNTAX COURSE FOR UNDERGRADUATE ENGLISH LANGUAGE STUDENTS WITH DIGITAL TECHNOLOGIES
Received: 7th March 2023; Revised: 5th July 2023, 28th July 2023; Accepted: 2nd August 2023
DOI:
https://doi.org/10.20319/pijtel.2023.72.95113Keywords:
English Syntax, LMS Moodle, Digital Skills, Linguistic Competence, Time Management AbilitiesAbstract
The English syntax course plays a crucial role in preparing future English language teachers. To enhance the teaching and learning of this subject in philological study programs, a blended approach was adopted, and a Moodle course was created. This course aimed at improving students' linguistic competence, digital skills, and time management abilities. The online course features a combination of uploaded PDF and audio lectures, scanned study materials and exercises, as well as online assignments with solutions that serve as e-portfolios, providing students with feedback on their learning progress and achievement. This study evaluates the teacher's experiences and the students’ attitudes towards the online course to determine whether incorporating digital technologies simplifies or complicates the teaching of this subject. The research methods employed are teachers' self-reflection and a questionnaire survey. In the future, further research should focus on exploring the challenges and benefits of incorporating digital technologies into linguistic education.
The English syntax course plays a crucial role in preparing future English language teachers. To enhance the teaching and learning of this subject in philological study programs, a blended approach was adopted, and a Moodle course was created. This course aimed at improving students' linguistic competence, digital skills, and time management abilities. The online course features a combination of uploaded PDF and audio lectures, scanned study materials and exercises, as well as online assignments with solutions that serve as e-portfolios, providing students with feedback on their learning progress and achievement. This study evaluates the teacher's experiences and the students’ attitudes towards the online course to determine whether incorporating digital technologies simplifies or complicates the teaching of this subject. The research methods employed are teachers' self-reflection and a questionnaire survey. In the future, further research should focus on exploring the challenges and benefits of incorporating digital technologies into linguistic education.
References
Al Yafaei, Y., & Attamimi, R. (2019). Understanding teachers' integration of Moodle in EFL classrooms: A case study. English Language Teaching, 12(4), 1-6. https://doi.org/10.5539/elt.v12n4p1
Ayan, E. (2015). Moodle as builder of motivation and autonomy in English courses. Open Journal of Modern Linguistics, 5(01), 6. https://doi.org/10.4236/ojml.2015.51002
Barna, B., & Fodor, S. (2018). An empirical study on the use of gamification on IT course at higher education. In Teaching and Learning in a Digital World: Proceedings of the 20th International Conference on Interactive Collaborative Learning–Volume 1 (pp. 684-692). Springer International Publishing. https://doi.org/10.1007/978-3-319-73210-7_80
Bradáč, V., Smolka, P., & Klimeš, C. (2016). Personalization of foreign language education in the LMS Moodle environment. In E-Learning, E-Education, and Online Training: Second International Conference, eLEOT 2015, Novedrate, Italy, September 16-18, 2015, Revised Selected Papers 2, 27-34. Springer International Publishing. https://doi.org/10.1007/978-3-319-28883-3_4
Butova, A., I Dubskikh, A., Kisel, O. V., & G Chigintseva, E. (2019). Electronic educational environment Moodle in English language training. Arab World English Journal (AWEJ) Volume, 10. https://doi.org/10.24093/awej/vol10no1.4
Cabero-Almenara, J., Arancibia, M., & Del Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research (NAER Journal), 8(1), 25-33. https://doi.org/10.7821/naer.2019.1.327
García-Murillo, G., Novoa-Hernández, P., & Rodríguez, R. S. (2020). Technological satisfaction about moodle in higher education - A meta-analysis. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 15(4), 281-290. https://doi.org/10.1109/RITA.2020.3033201
Holiver, N., Kurbatova, T., & Bondar, I. (2020). Blended learning for sustainable education: Moodle-based English for specific purposes teaching at Kryvyi Rih National University. In E3s web of conferences (Vol. 166, p. 10006). EDP Sciences. https://doi.org/10.1051/e3sconf/202016610006
Jeong, K. O. (2017). The use of Moodle to enrich flipped learning for English as a foreign language education. Journal of Theoretical & Applied Information Technology, 95(18). http://www.jatit.org/volumes/Vol95No18/23Vol95No18.pdf
Kerimbayev, N., Kultan, J., Abdykarimova, S., & Akramova, A. (2017). LMS Moodle: Distance international education in cooperation of higher education institutions of different countries. Education and information technologies, 22(5), 2125-2139. https://doi.org/10.1007/s10639-016-9534-5
Lai, Y. L., & Lee, J. (2019). Trend of Internet usage and learning style of digital natives. In. PUPIL: International Journal of Teaching, Education and Learning, 3 (2), 94 -102. https://doi.org/10.20319/pijtel.2019.32.94102
Luk, C. H., Ng, K. K., & Lam, W. M. (2018). The acceptance of using open-source learning platform (Moodle) for learning in Hong Kong’s higher education. In Technology in Education. Innovative Solutions and Practices: Third International Conference, ICTE 2018, Hong Kong, China, January 9-11, 2018, Revised Selected Papers 3 (pp. 249-257). Springer Singapore. https://doi.org/10.1007/978-981-13-0008-0_23
Makruf, I., Rifa'i, A. A., & Triana, Y. (2022). Moodle-based online learning management in higher education. International Journal of Instruction, 15(1), 135-152. https://doi.org/10.29333/iji.2022.1518a
Moutinho, G., & Azevedo, I. (2021). Gamification design in education: A case study with Moodle. In Practical Perspectives on Educational Theory and Game Development (pp. 22-53). IGI Global. https://doi.org/10.4018/978-1-7998-5021-2.ch002
Nyaegah, O. J. (2022). Online learning amongst University of Nairobi undergraduate students amid Covid-19 pandemic. In. PUPIL: International Journal of Teaching, Education and Learning, 6(1), 90-112. https://doi.org/10.20319/pijtel.2022.61.90112
Papadakis, S., Kalogiannakis, M., Sifaki, E., & Vidakis, N. (2018). Access Moodle using smart mobile phones. A case study in a Greek University. In Interactivity, Game Creation, Design, Learning, and Innovation: 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings 6 (pp. 376-385). Springer International Publishing. https://doi.org/10.1007/978-3-319-76908-0_36
Pearce, A. (2021). Optimal learning using technology: Amplifying students’ collaboration and social networking. In. PUPIL: International Journal of Teaching, Education and Learning, 5 (2), 19-32. https://doi.org/10.20319/pijtel.2021.52.1932
Poondej, C., & Lerdpornkulrat, T. (2020). Gamification in e-learning: A Moodle implementation and its effect on student engagement and performance. Interactive Technology and Smart Education, 17(1), 56-66. https://doi.org/10.1108/ITSE-06-2019-0030
Prasetya, R. E. (2021). The Design of Moodle-based English language learning environments (Case study of Indonesian higher education). ELT Worldwide, 8(2), 222-239. https://ojs.unm.ac.id/ELT/article/view/19934/pdf
Reid, E. (2023). Adapting intercultural communication course for undergraduate English language students using digital tools [Abstract]. In LLCE2022 = Language, Literature and Culture in Education 2022: Book of Abstracts (pp. 38-39). Nitra: SlovakEdu. ISBN 978-80-89864-31-7. https://7df6ec12f8.clvaw-cdnwnd.com/f1163102c0d0e0a3aae255c61d630629/200005306-462be462c0/LLCE2022_BoA.pdf
Rodrigues, S. (2020). Higher education teachers’ needs concerning with the Moodle and the impact of training received in the use of the platform: Case study in higher education. In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI) (pp. 1-6). IEEE. https://doi.org/10.23919/CISTI49556.2020.9141162
Shalatska, H., Zotova-Sadylo, O., & Muzyka, I. (2020). Moodle course in teaching English language for specific purposes for masters in mechanical engineering. https://doi.org/10.31812/123456789/3881
https://doi.org/10.55056/cte.378
Teo, T., Zhou, M., Fan, A. C. W., & Huang, F. (2019). Factors that influence university students’ intention to use Moodle: A study in Macau. Educational Technology Research and Development, 67, 749-766. https://doi.org/10.1007/s11423-019-09650-x
Veselá, K. G., & Puschenreiterová, J. (2019). LMS Moodle benefits reflected by students` performance in blended learning. ICTE Journal: International Journal of Information and Communication Technologies in Education, 8(2), 13-21. https://periodika.osu.cz/ictejournal/dokumenty/2019-02/ictejournal-2019-2.pdf
Wen, J., & Yang, F. (2020). Use of Moodle in college English language teaching (Reading and listening) in China: a narrative review of the literature. International Journal of Information and Education Technology, 10(6), 466-470. https://doi.org/10.18178/ijiet.2020.10.6.1408
Zabolotskikh, A., Zabolotskikh, A., Dugina, T., & Tavberidze, D. (2021). Creating individual learning paths in the Moodle plugin for undergraduate students to study English grammar. Education and Information Technologies, 26, 617-637. https://doi.org/10.1007/s10639-020-10278-1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Božena Horváthová
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of Published Articles
Author(s) retain the article copyright and publishing rights without any restrictions.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
