Towards a Moodle-based assessment of Algerian EFL students’ writing performance
Domaine:
educationCréateur:
KamRaú
Éditeur:
Edi
Hôte:
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.
Similaires
A Proposed Metacognitive-Based Approach to Promoting EFL Cohesion and Coherence in Essay Writing of Algerian Master StudentsThe Impact of the Use of Collaborative Writing on Attitude of EFL Students towards Learning Writing SkillsThe Effect of Self-assessment on the Development of EFL Writing Self-Efficacy: A Case of Algerian Higher EducationEFL Students Affective Attitudes towards Distance E-Learning Based on Moodle Platform during the Covid-19the Pandemic: Perspectives from Dr. MoulayTahar University of Saida, AlgeriaWriting Evolution: Assessing the Influence of Language Learning Strategies on EFL Algerian LecturersEffects of Task-Based Instruction on Students’ Speaking Performance in the EFL Classrooms