Towards a Moodle-Based Assessment of Algerian EFL Students’ Writing Performance

  1. Kamila Ghouali
  2. Raúl Ruiz Cecilia
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2021

Número: 36

Páginas: 231-248

Tipo: Artículo

DOI: 10.30827/PORTALIN.VI36.17866 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

Este trabajo examinó el efecto que una evaluación virtual a través de Moodle tiene sobre la producción escrita de estudiantes de inglés como lengua extranjera (ILE) en Argelia. Para ello, se diseñó una investigación experimental con un grupo control pre-testpost-test. Participaron 42 estudiantes de ILE del departamento de inglés de la Universidad de Tlemcen (Argelia). Se dividieron en un grupo experimental (N=21) y un grupo control (N=21). Se utilizaron un pre-test y un post-test respectivamente antes y después del experimento como herramientas de investigación. Los datos se analizaron cuantitativamente utilizando SPSS IBM (20.0). Los resultados revelaron que la evaluación a través de Moodle tuvo un efecto significativo en los resultados del grupo experimental. Los investigadores concluyeron que el tipo de evaluación propuesto tenía algunos atributos pedagógicos, prácticos y emocionales que explicaban la mejora de las puntuaciones de los estudiantes y se cree que la evaluación virtual actuó como un apoyo pedagógico a la tradicional.

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