EFL Vocabulary Learning: Online Reading and Reading-Writing Activities through Moodle

• Main Authors: Shiuying Liu, 劉秀英
• Other Authors: Haojan Chen
• Format: Others
• Language: en_US
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/66399816062422023013

碩士 === 國立臺灣師範大學 === 英語學系在職進修碩士班 === 95 === The purpose of this study was to investigate the effect of learning vocabulary through online reading and reading-writing activities in Moodle (Modular Object-Oriented Dynamic Learning Environment). The participants were 34 ninth graders selected from two classes. 17 participants forming the experimental group engaged in online reading and reading-writing activities in the lab. 17 participants forming the control group received the traditional EFL instructions in classroom. Participants in each group were further categorized into high, intermediate and low groups to explore the impact of the proposed course on learners at different language proficiency levels. Descriptive statistics were employed to compare the effect of different treatments, and independent samples t-test was used to determine statistical significance. Besides, two-way ANOVA was used to detect group-by-level interactions. To reinforce the validity of the study, a questionnaire and interviews were given to probe to the participants’ perceptions of the proposed online course. Results of the study showed (1) the high achievers and intermediate achievers who learned through online reading in Moodle performed better in vocabulary retention, (2) the intermediate achievers who learned through online reading-writing performed better in vocabulary learning, (3) the high achievers’ inferring skills seemed to be improved through online reading-writing, (4) the low achievers did not benefit from the online course in Moodle, and (5) a questionnaire and interviews revealed that the participants’ attitude toward learning vocabulary through online reading and reading-writing activities in Moodle was positive.