Students’ Perception of Incorporating Moodle in an ESP Context
Abstract
A Moodle platform can be successfully integrated into any course for the purpose of introducing e-learning as well as blended learning. The aim of this paper was to investigate whether students were content with having the Moodle platform as a part of the course English for Specific Purposes. The respondents were the students of the Faculty of Agriculture, University of Belgrade. The primary objective of this research was to see whether students find e-learning, and the Moodle course in particular, favourable to their learning. Furthermore, we were also eager to hear about their attitudes towards communication with other students and the teacher as well as about their preferable form and way of learning. Finally, we wanted to learn how their self-assessment correlated with their attitudes towards e-learning in order to reach some conclusions for further research.
References
Campbell, C., & Kryszewska, H. (1992). Learner-Based Teaching. Oxford: Oxford Univer-sity Press.
Deller S. (1990). Lessons from the Learner: Student-Generated Activities for the Language Classroom. Longman Group United Kingdom.
Dougiamas, M. (1998). A journey into Constructivism. Retrieved from http://dougiamas.com/writing/constructivism.html (accessed 14th April 2014).
Dudeney, G., & Hockly, N. (2013). Reversing the blend: From online to blended. In Tomlinson, B. & Whittaker, C. (eds.). Blended Learning in English Language Teaching: Course Design and Implementation https://www.teachingenglish.org.uk/sites/teacheng/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf 14 (accessed 14th April 2014).
Elias, T. (2010) Universal instructional design principles for Moodle. in The International Review of Research in Open and Distance Learning, Vol 11, No 2 -http://files.eric.ed.gov/fulltext/EJ895752.pdf (accessed 14th April 2014).
Little, D. (1996). Freedom to learn and compulsion to interact: promoting learner autonomy through the use of information systems and information technologies. In: H. D. R. Pemberton, E.S. L. Li, W. W. F. Or, & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 203–219). Hong Kong: Hong Kong University Press.
Marsh, D. (2012). Blended Learning: Creating Learning Opportunities for Language Learners. Cambridge: Cambridge University Press.
Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based Language Teach-ing: Concepts and Practice. (pp. 171–185). New York: Cambridge University Press.
Schunk, Dale H. (2012). Learning Theories. An Educational Perspective. Boston: Pearson.
Siek-Piskozub, T. (2006). Constructivism in language pedagogy. In: E. Lorek-Jezińska, T. Siek-Piskozub & K. Więckowska (Eds.) Words in the making. Constructivism and postmodern knowledge. Toruń: Wydawnictwo Uniwersytetu Mikołaja Kopernika, 159–172.
Stefanowicz-Kocoł, A. (2011). Accommodating ESP Students‘ Needs in a Moodle Based Course Component. In LANGUAGE FOR SPECIFIC PURPOSES: Challenges and Prospects. Belgrade: Foreign Language and Literature Association of Serbia.
Stefanowicz-Kocoł, A. (2015). Motivating ESP learners in a hybrid course. In Z. Perić & N. Stojković (Eds.), in Proceedings of the 1st International Conference on Teaching English for Specific Purposes. Niš: University of Nis: Faculty of Electronic Engineering, Serbia.
Stefanowicz-Kocoł, A. & Nowak, S. (2009). Testy, które uczą – ewaluacja sposobu testowania. In B. Niemiecko & M. K. Szmigiel (Eds.), Badania międzynarodowe i wzory zagraniczne w diagnostyce edukacyjnej. Kielce: PTDE.
Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34, 511–535.
The details about the publication policy, including copyright and licensing, are available at: