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

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

ISSN: 1697-7467

Year of publication: 2021

Issue: 36

Pages: 231-248

Type: Article

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

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Sustainable development goals

Abstract

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.

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