Article

Implementation of Learning Management Systems (Moodle):

Effects on Students’ Language Acquisition and Attitudes
towards Learning English as a Foreign Language
Husam Ahmad Qaddumi 1, * and Matt Smith 2

1 Department of Languages, Faculty of Humanities, Al Istiqlal University, Jericho P.O. Box 10, Palestine
2 School of Education, University of Wolverhampton, Wolverhampton WV1 1LY, UK; [email protected]
* Correspondence: [email protected]; Tel.: +00-972598013110

Abstract: Among the most popular learning management systems (LMS) available worldwide is
Moodle. This current study examines how learners’ attitudes toward English as a foreign language
(EFL) and their language proficiency are affected by Moodle’s interactive language-learning activities.
Thirty-three undergraduate students participated in this study. We investigated the effects of engaging
language-learning exercises that were practiced on Moodle using an experimental research design.
To find out if the experimental and control groups differed significantly from one another on pre-
and post-measures regarding the development of language skills and attitudes toward language
classrooms, a number of statistical tests were employed. We conducted a data analysis using SPSS
software. The results demonstrated that there were differences favoring the experimental group in the
development of language skills and the attitudes of learners toward the language classroom. There
were no apparent differences in forming structures, speaking, or listening compared to the control
group’s learners. On the other hand, there were notable differences in the overall score, writing
and reading skills, and lexical item mastery. Additionally, significant differences in the language
acquisition growth of the experimental and control groups were found using an independent-sample
t-test in the post-test, with the experimental group benefiting.

Citation: Qaddumi, H.A.; Smith, M.

Keywords: attitudes; Moodle; LMS; EFL; language; sophomore students
Implementation of Learning
Management Systems (Moodle):
Effects on Students’ Language
Acquisition and Attitudes towards
Learning English as a Foreign 1. Introduction
Language. Trends High. Educ. 2024, 3, This paper looks at how learners’ attitudes toward English as a foreign language (EFL)
260–272. https://doi.org/10.3390/ and their language proficiency are affected by interactive language-learning activities avail-
higheredu3020016 able through Moodle [1]. Developments in information and communication technology
Academic Editor: Hani Morgan (ICT) have accelerated, especially when it comes to language teaching [2]. The Ministry of
Higher Education (MOHE) in Palestine has implemented numerous innovations in ICT
Received: 11 March 2024 for education through professional development programs; however, teachers express
Revised: 9 April 2024
dissatisfaction when surveyed [3]. Even in virtual classrooms, the instructor is the only
Accepted: 15 April 2024
one speaking [2], while students remain seated, listen mainly in silence, and take notes to
Published: 18 April 2024
commit to memory in a non-interactive manner. Numerous detrimental effects on students’
language proficiency may result from this teacher-centered learning environment [4–6].
In traditionally didactic teacher-led learning, there are few opportunities for authentic
Copyright: © 2024 by the authors.
classroom interactions; as a result, students rarely utilize their language skills in real-world
Licensee MDPI, Basel, Switzerland. contexts [7]. In Palestinian university contexts, research on how well learning management
This article is an open access article systems (LMSs) work to accelerate language learning and how they affect learners’ attitudes
distributed under the terms and toward language acquisition is still extremely uncommon.
conditions of the Creative Commons
Attribution (CC BY) license (https://
1.1. Problem Statement and Research Questions
creativecommons.org/licenses/by/ Research on the use of LMSs and their effects on language acquisition and learners’
4.0/). attitudes has not been conducted in Palestinian education. So, this study aimed to find out

Trends High. Educ. 2024, 3, 260–272. https://doi.org/10.3390/higheredu3020016 https://www.mdpi.com/journal/higheredu

Trends High. Educ. 2024, 3 261

whether and how using an LMS (Moodle) affects the language proficiency of Palestinian
students. This study also aimed to demonstrate how learners’ attitudes toward English
language instruction and the classroom are affected by the use of LMSs. By putting the
following theories to the test, this study aimed to close the gaps.
Hypotheses:

H1: There are no apparent shifts in the experimental group’s learners’ attitudes or their progress in
their English language proficiency between pre- and post-tests.

H2: Regarding the participants in the control group, no significant differences exist in the attitudes
or the English language development for the learners in either the pre- or post-test.

H3: There are no significant differences in learners’ development of English language skills based
on a post-measure between the experimental and control groups.

H4: No significant variations exist among the experimental and control groups’ pre- and post-
measure student attitudes regarding the English language.

1.2. Literature Review

We contend that the growth of social media and ICT has increased the opportunities
for academic success. Given today’s unrestricted access to vast amounts of information,
creative pedagogical approaches are required to help students navigate digital content and
gain knowledge on their own [8]. Utilizing educational technologies could help teachers
and students identify the unique learning obstacles that arise in different settings and
at different times. Purwanto [9] asserts that students can visit and access their classes
from anywhere at any time. ICT is used in every educational process in the third decade
of the 2000s [10,11]. In the virtual learning environment, the new web-based learning
model presents challenges and opportunities for both educators and students. Online
English learning is one example of how digital educational websites can help improve
teachers’ methods of illustrating content. Students should be ready to pick up ideas from
reputable websites and the instructor’s example. In order to conduct virtual classes online
as effectively as in traditional classrooms, the teacher’s role in delivering the lesson is
crucial [12].
Modern educational institutions, ranging from elementary to advanced levels, use
technological tools and educational websites such as networks for learning to manage
teaching tasks [13]. Every subject that students learn in school or at university is supported
in this manner. To avoid leaving students without direction during the recent critical
pandemic era, the majority of educators worldwide turned to digital education [14,15].
Since technology is ubiquitous, this century is known as “the age of technology” and
its advancements have had an impact on all facets of human life, particularly education.
Teachers across the globe are encouraged to use technology in their lessons because it
affects students’ academic performance. As a result, teachers need to support and insert
technology into their lesson plans [16].
Technology is used by educational institutions at all levels to facilitate distant instruc-
tion and learning, such as the teaching and learning of English [17]. People are encouraged
to use technology even more in this era of globalization [18,19]. Consequently, educators
need to integrate it into their lesson plans [20]. In the wake of the current pandemic, this
is still true. Therefore, one of the most important strategies for encouraging students to
study English online and increase their achievement is to use technology to emphasize the
quality of teaching and learning resources [21].
English proficiency has become essential, certainly in Palestine, since it can be used
for international communication anywhere in the world. In addition, learning English can
improve relationships across the nation, among other benefits. In Palestine, English is thus
taught in preschool, elementary school, secondary school, and tertiary education. Studying
at every level leads to new objectives and deeper learning. English is taught to kindergarten
Trends High. Educ. 2024, 3 262

and elementary school pupils through simple exercises and hands-on games [22]. The
primary level concentrates on learning grammar and vocabulary associated with a range of
subjects, such as families, animals, food and drink, sports, and games [23]. At higher levels,
it has been noted that academic skills and increasing students’ ability to meet expectations
should be included in the English course requirement in secondary high schools [24].
Because they can be finished at any time, and thus take less time and dedication than
in-person learning environments, online courses are frequently preferred by students [25].
Social networking sites have drastically changed how people communicate and exchange
knowledge within communities [26]. They have spread over most of the world and have
eliminated many national boundaries, allowing people in most countries to express their
own opinions as well as learn about the beliefs and lifestyles of others [27]. Instructors and
students can stay in touch with each other through web applications at any time of day or
place, even outside of the classroom. A multitude of tools are at one’s disposal to facilitate
the acquisition and integration of educational materials. Due to the widespread use of
social networking, websites and apps of this kind can be integrated with smartboards
to offer educators and students alike exciting and safe environments for collaborating,
developing interest, discussing, and sharing data [28].
Academic activities, such as teaching and learning, were significantly impacted by the
start of COVID-19 [29]. To provide easy and safe access to online learning through digital
sites for students and instructors without necessitating in-person interaction, the Palestinian
educational institutions directed that teaching should be conducted digitally [30]. Following
the widespread shift to online learning, numerous analysts highlighted several significant
advancements that were, in some ways, invigorating—things surfaced that may otherwise
have remained suppressed for a long time, and modifications are underway which some see
as past due [15]. Since the pandemic, there has been a return to some semblance of normalcy,
and in many cases, home study is encouraged to keep students actively learning in the
modern digital world. It is imperative that educators and students be equipped to handle
both present and future crises, including those involving Palestine and the Ukraine [6,31,32].
With today’s technology, students can study online without having to interact with teachers
directly [33]. These days, educational advanced technologies include software, digital sites,
and web-based media [34]. An institutionally-specific educational framework; content,
sessions, opportunities for interaction, dialogue, and co-creation; assessments, and spaces
for students to upload work are all provided by the learning management system (LMS)
platform, a digital platform that serves as a foundation for student interactions with their
education. This has been referred to as a “one-stop shop” [35].
There are evident effects on learners’ attitudes and language acquisition when using
online digital classrooms [36]. While in-person classes in Palestine used chalkboards to
support the teaching–learning process, learning management systems are very beneficial
to higher education institutions, and this was especially true during the pandemic. Post-
secondary education makes prolific use of online learning management systems, which
are intended to engage students through a variety of pedagogical and communicative
methods [37]. Even though each LMS has unique qualities, they can be customized to
meet the needs and circumstances of particular institutions [35]. Moodle has emerged as
the most widely used LMS for managing teaching and learning procedures, especially for
English courses [38].
Moodle is an online learning environment that helps students improve their compre-
hension and abilities by assigning meaningful tasks that foster collaboration, creativity,
problem-solving, and interaction in English classes [39]. Online learning can be made easier
with feedback by using Moodle as a digital learning tool [40]. The most recent official
statistics from Moodle [1] show that more than sixty percent of schools and institutions use
Moodle for both online and offline teaching methods.
With its ability to let teachers and students collaborate to enhance the learning envi-
ronment, Moodle has positioned itself as a tool of immense importance in the educational
process. By utilizing the Moodle learning platform, students may also be able to build
Trends High. Educ. 2024, 3 263

information relevant to their level from other educational sources. The fact that LMSs signif-
icantly affect the current interactive learning environment is another benefit of using them.
By fostering independence and empowering students to be more flexible in their learning,
especially while studying the English language, LMSs can boost students’ engagement.
In order to help students better comprehend English courses and prepare for their
future professions, the vocational stream of English language instruction aims to help them.
In addition, four English language skills are the main focus of English language instruction
in Palestine [41]. A seamless interactive learning pace in the classroom is accelerated by
effectively and efficiently using an interactive online platform. This makes it possible for
students to work with English topics digitally. Given the speed at which technology is
developing, learning management systems could be a suitable way to provide and access
web-based educational resources [42].
Through LMSs such as Moodle, English teachers can give their students instructional
resources, including videos, written material, recorded materials, and webpages [43], and
these, alongside a wider use of technological tools, have the potential to make the educa-
tional environment better [44]. According to a study by Annisa et al. [45], students believe
that the English language is a crucial subject that they concentrate on to eventually pass
their final exams and achieve better grades. Furthermore, the vast majority of students said
that studying English will help them achieve their academic objectives in the future. They
recognized that, in order to improve their performance, they needed to increase their self-
efficiency in emergency preparation, motivation, and consciousness. One important factor
that is expected to boost motivation in Moodle-based online courses is the attitude concept.
The students responded in a positive and favorable way to the questionnaire and
interview sessions. The most efficient way to carry out educational tasks, such as studying
the English language, according to subjects in the COVID-19 outbreak, was through e-
learning. In terms of language learners using Moodle, Setlik and da Silva [46] looked at the
impact of teacher preparation. A positive influence came to light. It was determined that
the Moodle platform’s teacher training had a positive influence on the students’ progress in
learning English as a second language. More specifically, Logroño and Costelo-Abrea [47]
investigated how EFL students perceived the difficulties they encountered using Microsoft
Teams and Moodle for their coursework. The findings showed that some of the students’
opinions about online learning were unfavorable. Some of the difficulties they reported
encountering included the lack of social interaction, technical issues, and distractions.
Regarding Moodle’s significant impact as an online learning platform, more research
is required to examine Moodle’s dependability in the Palestinian educational institutions
during the crisis. Consequently, the present research examined how university students
experience using the Moodle platform as an interactive tool for learning, with an emphasis
on English language classes.

2. Materials and Methods

2.1. Design, Participants, and Procedures
This study used two groups: an experimental group and a control group. It was
thought that a quasi-experimental research design would be the most useful for such a
setting. We used pre- and post-implementation designs to investigate how learners’ atti-
tudes and language proficiency develop in relation to an LMS (Moodle). We used Moodle,
an online learning platform that gives students the ability to participate, communicate,
interact, and provide quick feedback, to instruct the experimental group. Concurrently, the
control group participated in traditional lectures where the lecturer was the focal point of
the class: often referred to in Palestine as “the sage on the stage” [48]. The experiment took
place at an anonymous university in Palestine over the course of one semester (15 weeks).
We employed Wilks’ lambda measure, the Pearson correlation coefficient, and the Sidak
post hoc test as the statistical techniques in this study.
Trends High. Educ. 2024, 3 264

A. Study Participants
Two participant classes from the university’s English language course were chosen.
Out of the 35 participants, 33 gave their consent and agreed to participate in the research.
There were 17 participants in the experimental group and 16 in the control group. We
used the intelligence quotient (IQ) as a control variable to ensure the participants’ internal
consistency and equivalence (as explained below).
B. Participants’ Age
All the students were approximately of the same age: between 230 and 240 months.
C. Participants’ Intelligence Quotient
To guarantee internal consistency and equivalency among the participants, we em-
ployed the participants’ intelligence quotient, or IQ, as a control variable. We ensured that
the participant groups’ natural intelligence levels were equal by controlling the IQ disparity
between the two groups.
D. Measure of the Study Variables
In studies such as this, it is best to control the experiment and ensure that the groups
are equivalent so as to avoid bias and to ensure equivalence. In order to determine whether
there were any differences, we calculated the mean values for each research group. For
every language skill, we used the total achievement test score.

2.2. Data Collection

2.2.1. Instrumentation Development
In this study, we developed two instruments: one to measure students’ development
and the other to record students’ attitudes. To determine the students’ progress, we
designed a test to see whether students developed after both forms of instruction. We
developed a survey questionnaire so that we could determine the students’ attitudes about
their language classes, the classroom environment, and their language skills.

2.2.2. Achievement Test

To check for any differences in language development between the groups, we created
an exam to assess the learners’ language-learning progress. The test was carried out twice:
once via Moodle prior to instruction and again after the instruction. We created achievement
test questions in order to reinforce the exam’s validity. After that, we sent the test to a
number of experts at Palestinian institutions for revision. We requested that the reviewers
verify whether the test was appropriate for the students’ level. Every recommendation that
was offered was taken into account.
The reviewers proposed, for instance, that the attitudinal questionnaire be split into
categories, such as the learners’ attitudes toward developing language skills and attitudes
about the English language classroom. We examined the difficulty factor and indexing to
make sure the test items were not too simple or too hard for the participants. We estimated
the factors based on the conclusion made by Roohollah et al. [49] that the optimal range for
the test difficulty factor is between 50% and 80%. The test’s difficulty index ranged from
0.50 to 0.83, and its ability-to-discriminate factor varied from 0.1 to 0.8. These measures of
discrimination and difficulty were appropriate for use in the study’s test. We employed the
test–retest approach with Cronbach’s alpha (0.81) to verify the test’s reliability.
There were 100 items on the test. The test was multiple choice throughout and
included aspects on speaking, listening, writing, and structural patterns. We integrated
the instructional design of the LMS application into the lessons taught by the experimental
group. The instructional materials provided in the course were used to instruct both groups.
The control group’s instructions and activities were exactly in line with the conventional
didactic approach. Our goal was to evaluate the language proficiency of the experimental
and control groups.
Trends High. Educ. 2024, 3 265

We complied with several protocols when we first began to design the test. First, we
went over the language lessons and the units covered in the Textbook for Intermediate English.
Subsequently, we converted the content analyses of the first three units into lesson counts
and language proficiency. Next, we created a table of specifications based on how many
lessons each skill was distributed across in the textbook. According to the analysis and
distribution of the textbook, we assigned a set of questions to each language skill. We made
sure the test was free of grammatical errors and covered all the necessary material.

2.2.3. Questionnaire
According to earlier research, using learning management systems (LMSs) such as
Moodle encourages students to view learning positively [44,50,51]. We used the relevant
literature (e.g., [52–54]) to gather ideas to create a five-point Likert survey questionnaire.
After collecting all the materials, our research team decided to include a questionnaire
with 25 items divided into four sections. Section 1 collected data on demographics. The
participants were asked to score the questionnaire items in the final three sections on a scale
of 1 to 5. The students’ attitudes toward the English language instruction were gauged
in the second section (items 1–6); their attitudes toward acquiring the fundamentals of
language were gauged in the third section (items 7–14); and their attitudes toward Moodle
were gauged in the fourth section (items 15–25). Using internal consistency, we adjusted
each item’s correlation coefficient to assess the credibility of the questionnaire. Two forms
of the survey questionnaire were created by us. With the exception of Section 4, which
gauged students’ opinions of Moodle, the two versions were identical. This second edition
was distributed to the experimental group only when they used Moodle in their studies.

3. Results and Discussion

We implemented tests so that we could analyze the data. For example, the degree to
which the experimental group’s attitudes and language abilities grew from before to after
the tests was determined using Wilks’ lambda. The means are displayed in Table 1 below,
and the Wilks’ lambda results are explained in Table 2.

Table 1. The experimental group’s students’ language skills development (means and SD for both the
pre- and post-tests).

Pre Post
Development
M SD M SD
The ability to speak 4.69 1.56 7.00 1.06
The ability to listen 3.66 0.61 9.52 0.48
New lexical items 8.66 4.57 15.56 3.29
Structure formation 11.55 3.31 16.52 3.61
Reading comprehension 14.11 5.00 17.48 6.57
Rhetoric 4.15 1.95 4.90 2.56
Total 46.82 16.95 70.98 17.57

As demonstrated by the figures in Table 1, there were variations between the experi-
mental group’s pre- and post-test results, and the students’ language underwent a notable
development. Table 2 illustrates how we employed the Sidak post hoc test to pinpoint the
precise variations in language development that were present.
The above table’s Sidak post-hoc test results on total score demonstrate that there were
notable variations in the experimental group students’ English proficiency between the pre-
and post-test results. The variance for the experimental group showed clear progression in
the post scores. This result could have been influenced by interactive language learning
activities, since students are learning in a risk-free setting with their peers. The environment
Trends High. Educ. 2024, 3 266

that is created by students using technology is one in which high levels of inspiration and
engagement are easily observed [55]. According to Tai & Chen [56], there is an improvement
among the advancement of learners and the Moodle-based lesson plans [57], indicating
that the engaging technological setting promotes deeper content understanding. The
students’ reading abilities significantly improved, according to the post-measure results.
Furthermore, learners’ development was positively impacted by Moodle’s interactive
language learning activities more so than by traditional teaching methods [58]. When
writing skills were tested, the results showed a significant impact at the post-measure
stage; this suggests that online and more collaborative learning environments are better for
students’ acquisition of writing skills.

Table 2. Results of the Sidak post hoc test on the experimental group’s post-measure of learners’
English language proficiency.

English Language Skills Development Post-Measure

The ability to speak −1.24
The ability to listen −4.90
New lexical items −5.01
Structure formation −4.01
Reading comprehension −3.31
rhetoric −0.69
Total score −22.83

According to Karaaslan et al. [59], the result confirms that Moodle’s instructional
interactive language learning exercises have an effect on students’ performance. A Sidak
post-hoc test was used to identify minor variations in learners’ development that were
significant in relation to speaking ability on the post.
Tests of listening abilities revealed an improvement in posttest results. This result
emphasizes how important it is to teach listening skills using Moodle during the pandemic,
as these skills are primarily neglected in in-person instruction. In post-measures, students
who received instruction through the LMS demonstrated improved listening skills. Ad-
ditionally, students in the control group—where instruction is given in a conventional
manner—showed less advancement in their language proficiency [60].
Following the assessment, there were no noticable differences in vocabulary develop-
ment. According to Zainuddin et al. [61], Moodle provided a range of interactive language
exercises for students in the group that participated in the experiment. There were no
discernible changes in the structural patterns in the post-measures. This outcome demon-
strates that students using Moodle to learn English will be motivated to learn the language
and make an effort to attend all of their classes.
The above table’s Sidak post-hoc findings on total score show that noticeable dif-
ferences in the experimental group’s students’ advancement in their English-speaking
proficiency between the pre- and post exist. The experimental group experienced a positive
difference at post-measure. We used the Wilks’ Lambda test for the repeated measures as
indicated in Tables 3 and 4.
There was no apparent distinction in the control group’s students’ speaking, listening,
or structural pattern proficiency among pre- and post-test scores. There was a slight
variation in the overall score, writing, reading, and terms scores between both tests results.
Trends High. Educ. 2024, 3 267

Table 3. The means and the SD of the control group’s learning development, for each of the pre- and
post-measures.

Pre Post
English Language Skill Development
M SD M SD
The ability to speak 4.01 1.50 3.55 2.04
The ability to listen 3.05 1.45 2.45 1.75
New lexical items 10.10 3.75 15.35 4.47
Structure formation 13.90 4.29 15.24 4.00
Reading comprehension 16.05 3.32 19.45 5.05
Rhetoric 3.88 1.04 4.00 2.10
Total 50.99 15.35 60.04 19.41

Table 4. Results of Wilks’ lambda test, showing variations in the growth of learners in both the pre-
and post-measures for the control group.

English Language Skill

Wilks’ Lambda F DF Error Sig.
Development
The ability to speak 0.93 0.41 2.00 24.00 0.62
The ability to listen 0.91 1.00 2.00 24.00 0.34
New lexical items 0.37 17.46 2.00 24.00 0.0001
Structure formation 0.87 1.25 2.00 24.00 0.26
Reading comprehension 0.68 4.85 2.00 24.00 0.01
Rhetoric 0.72 3.81 2.00 24.00 0.02
Total score 4.48 28.78 2.00 24.00 0.0001

We tracked the control participants’ advancement with their English language skills
both before and after the intervention using Sidak post-hoc. There were not any notable
deviations from the ones mentioned. Nonetheless, a variation in the reading proficiency of
the students was found in the post-measure. We hypothesize that this is because the control
group received traditional instruction in reading skills, with teachers modeling questions
and answers through memorization and translation. When comparing the scores between
Tables 2 and 5 (−22.83 as opposed to −7.66), it is clear that in an educational environment
where the primary source of knowledge is the teacher, the conventional instructional effect
is worse when carried out by the teacher [62]. The overall result demonstrates that while
traditional instruction does not particularly promote speaking or dialogic skills, it does aid
in the development of some receptive skills, such as reading. On the other hand, Moodle
provides ample chances where students interact and practice their listening skills through
forum discussions [63] and dialogic co-creation of assignments [64].

Table 5. Results of the Sidak post hoc analysis pertaining to variations in the growth of EFL progress
in the control group’s pre- and post-test.

Language Skills and Areas Post-Test

New lexical items −5.22
reading comprehension −3.30
rhetoric −0.12
Total score −7.66
Trends High. Educ. 2024, 3 268

As demonstrated by Table 6’s results, there are no significant differences among

the views of both groups about their classes or English-speaking abilities. However, the
experimental group performed better overall on the post-test, showing a variance among
the two groups’ perceptions of their ability to speak English. The findings confirm with
the research carried out by Ghazal et al. [65] with students, which discovered that Moodle-
based learning significantly improved students’ attitudes toward learning the English
language. It is clear that instructors and students alike have enthusiastic opinions about
using Moodle to teach and learn English. On the other hand, students display a wide
range of attitudes. The findings of Indriani & Widiastuti [66] are further supported by the
findings of our investigation. Both studies came to the conclusion that Moodle can have an
impact on promoting and assisting learners in becoming self-sufficient. The results also
suggest that language is perceived positively by learners that use Moodle to enhance their
language proficiency.

Table 6. Students’ attitudes toward English language instruction in the classroom and their proficiency
in the language in the post-measure of control and experimental group.

Experimental Control
Variables (17) (16) t Sig.
M SD M D
Learners’ Attitudes (the English classes) 4.10 0.65 4.05 0.55 0.73 0.41
Learners ‘Attitudes (skills) 4.01 0.51 3.70 0.41 2.18 0.02
Total scores 4.05 0.58 3.75 0.48 1.62 0.21

4. Implications, Limitations, and Future Steps

The findings of this study have several implications for English-as-a-foreign-language
educators, curriculum developers, and institutional policymakers. The higher posttest
scores attained by the experimental group suggest the potential for the wider use of LMS-
based learning and teaching on EFL language-learning programs. We posit that educators
can leverage the potential of LMSs such as Moodle for enhanced language-learning expe-
riences that support EFL learners, especially in the development of speaking, listening,
and foreign language dialogic skills, further promoting engagement and motivation in
language acquisition.
We suggest that curriculum developers consider incorporating the opportunities for
off-site, asynchronous, and group work that learning management systems offer to create
effective language-learning environments that support autonomous learning behaviors
among EFL learners. Policymakers can further use these implications to advocate for the
wider use of LMSs in their institutions to leverage their potential to transform language
education practices; address the evolving needs of language learners in the digital age; and,
in Palestine particularly, offset some of the difficulties inherent in the tense and fractious
geopolitical context.
Whilst we support the findings of this study, we also acknowledge certain limitations.
The study’s specific context and sample size may have led to a limited generalizability of the
results: the study was conducted in a single educational setting with a particular group of
EFL learners. This research could be usefully replicated in a wider range of settings and with
a larger sample size of participants (both experimental and control) to boost the external
trustworthiness and transferability of the findings to other contexts and settings. Future
research could also explore a wider range of the possibilities offered by LMS platforms,
such as the integration of mobile applications, gamified learning, and natural language-
processing tools. Investigating this broader set of opportunities could allow researchers,
curriculum designers, and policymakers to better understand the potential benefits and
any limitations of the wider use of learning management systems for language learning.
Trends High. Educ. 2024, 3 269

5. Conclusions
This study investigated the attitudes of a select number of students toward language
classes and the effectiveness of using Moodle to teach English language skills. Even though
the study only looked at a small number of participants and examined these variables
for a short period of time, stakeholders and educational policymakers can clearly learn
from these findings if larger and more comprehensive studies confirm them. It seems that
students pick up English more quickly and effectively when an LMS such as the Moodle
platform is integrated through the method of instruction, especially when it comes to
speaking, listening, reading, and writing. It also serves to inspire students and provide
them with opportunities to engage in critical thinking in English through discussion boards
and idea sharing.
To sum up, our study’s findings imply that utilizing Moodle for English instruction in
the classroom may improve students’ language skills. Additionally, it encourages students
to interact with the technology, which results in increased motivation, reading proficiency,
vocabulary acquisition, and comprehension of grammatical structures; improved speak-
ing, debate performance, and fluency; clear pronunciation; and coherent writing. Our
experimental findings show that, when language educators employ an LMS—in this case,
Moodle—especially in emergency situations, they not only facilitate English learning, but
they also appear to encourage student interaction. Through the utilization of the course’s
language immersion activities, students can engage in active learning where they can ex-
change ideas, listen to and record themselves in the language, ask questions on the forum,
and restate their opinions. These exercises can all assist students in changing their mindset
regarding their English language education.
These peer-to-peer activities may enhance and magnify students’ speaking abilities.
6 and 21] provide two instances of this in Palestine. The use of the Moodle platform’s
interactive language-acquisition activities, as opposed to teacher-directed tasks, appears to
have the potential to assist shy learners in overcoming the difficulty of communicating in
a foreign language through the interaction with and discussion of co-created content on
topics of their own choosing.
These findings demonstrate a strong correlation between students’ increased speaking
proficiency and their use of Moodle. It was clear from comparing the two groups’ means
that the experimental group grew more than the control group. Without a doubt, the
Palestinian Ministry of Education must play a significant role in encouraging instructors
and students to use LMSs in their classrooms. It is advised that university instructors take
into account pedagogical innovations, such as Moodle, to support Moodle-based interactive
learning activities. This will enable them to play important roles in utilizing Moodle for
language learning, encouraging students to use the Moodle platform for language learning,
using technology to get students involved, and influencing students’ attitudes.

Author Contributions: Writing—review and editing, M.S.; supervision, H.A.Q. All authors have
read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: This study was conducted in accordance with the Declaration
of Helsinki, and approved by the Al-Istiqlal Department of Languages Quality Assurance Committee
on 24 January 2023.
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.
Data Availability Statement: The raw data supporting the conclusions of this article will be made
available by the authors on request.
Acknowledgments: We thank the students and teachers who helped us carry out our experiment.
Conflicts of Interest: The authors declare no conflicts of interest.
Trends High. Educ. 2024, 3 270

References
1. Akter, M.; Suwartono, T.; Khan, M.L.H. EFL Student Challenges, Preferences, and Reactions towards Moodle-Based Online
Learning under the New Normal in Indonesia. In Proceedings of the ISTED 2021: Proceedings of the 1st International Seminar
on Teacher Training and Education, ISTED 2021, Purwokerto, Indonesia, 17–18 July 2021; European Alliance for Innovation:
Bratislava, Slovakia, 2021; p. 394. [CrossRef]
2. Qaddumi, H.A. A study on the impact of using Edmodo on students’ achievement in English language skills and retention. Educ.
Inf. Technol. 2021, 26, 5591–5611. [CrossRef]
3. Chang, Y.; Wang, X.; Wang, J.; Wu, Y.; Yang, L.; Zhu, K.; Chen, H.; Yi, X.; Wang, C.; Wang, Y.; et al. A survey on evaluation of large
language models. ACM Trans. Intell. Syst. Technol. 2023, 15, 1–45. [CrossRef]
4. Yasmin, M.; Naseem, F.; Masso, I.C. Teacher-directed learning to self-directed learning transition barriers in Pakistan. Stud. Educ.
Eval. 2019, 61, 34–40. [CrossRef]
5. Smith, M.; Scott, H. Distance Education under Oppression: The Case of Palestinian Higher Education. Educ. Sci. 2023, 13, 729.
[CrossRef]
6. Scott, H.; Smith, M. Innovation from necessity: Digital technologies, teacher development and reciprocity with organisational
innovation. Open Learn. J. Open Distance e-Learn. 2024, 39, 170–187. [CrossRef]
7. Hsu, T.C.; Chang, C.; Jen, T.H. Artificial Intelligence image recognition using self-regulation learning strategies: Effects on
vocabulary acquisition, learning anxiety, and learning behaviours of English language learners. Interact. Learn. Environ. 2023,
1–19. [CrossRef]
8. Yu, Z. The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. Int.
J. Educ. Technol. High. Educ. 2021, 18, 14. [CrossRef]
9. Purwanto, A. University students online learning system during COVID-19 pandemic: Advantages, constraints and solutions.
Syst. Rev. Pharm. 2020, 11, 570–576.
10. Shoraevna, Z.; Eleupanovna, Z.; Tashkenbaevna, S.; Zulkarnayeva, Z.; Anatolevna, L.; Nurlanbekovna, U. Teachers’ views on the
use of Information and Communication Technologies (ICT) in education environments. Int. J. Emerg. Technol. Learn. (IJET) 2021,
16, 261–273.
11. Masood, K.; Qaddomi, H. Digital and Face to Face Assessment Implementation in Higher Education Institutions: Lessons for Teacher
Educators; Research and Development of Human Resources Center (REMAH): Amman, Jordan, 2022.
12. Bashir, F.; Warraich, N.F. Systematic literature review of Semantic Web for distance learning. Interact. Learn. Environ. 2023, 31,
527–543. [CrossRef]
13. Azorín, C.; Harris, A.; Jones, M. Taking a distributed perspective on leading professional learning networks. Sch. Leadersh. Manag.
2020, 40, 111–127. [CrossRef]
14. Handayani, E.T.; Aminatun, D. Students’ point of view on the use of WhatsApp group to elevate writing ability. J. Engl. Lang.
Teach. Learn. 2020, 1, 31–37. [CrossRef]
15. Smith, M.; Traxler, J. Digital Learning in Higher Education: COVID-19 and Beyond; Edward Elgar Publishers: London, UK, 2022.
[CrossRef]
16. Li, Y.; Garza, V.; Keicher, A.; Popov, V. Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs
and attitudes, and teacher training. Technol. Knowl. Learn. 2019, 24, 501–518. [CrossRef]
17. Romero-Hall, E.; Jaramillo Cherrez, N. Teaching in times of disruption: Faculty digital literacy in higher education during the
COVID-19 pandemic. Innov. Educ. Teach. Int. 2023, 60, 152–162. [CrossRef]
18. Guan, C.; Rani, T.; Yueqiang, Z.; Ajaz, T.; Haseki, M.I. Impact of tourism industry, globalization, and technology innovation on
ecological footprints in G-10 countries. Econ. Res.-Ekon. Istraživanja 2022, 35, 6688–6704. [CrossRef]
19. Lewandowski, P.; Park, A.; Hardy, W.; Du, Y.; Wu, S. Technology, skills, and globalization: Explaining international differences in
routine and nonroutine work using survey data. World Bank Econ. Rev. 2022, 36, 687–708. [CrossRef]
20. Cha, H.; Park, T.; Seo, J. What should be considered when developing ICT-integrated classroom models for a developing country?
Sustainability 2020, 12, 2967. [CrossRef]
21. Qaddumi, H.; Smith, M.; Masd, K.; Bakeer, A.; Abu-Ulbeh, W. Investigating Palestinian in-service teachers’ beliefs about the
integration of information and communication technology (ICT) into teaching English. Educ. Inf. Technol. 2023, 28, 12785–12805.
[CrossRef]
22. Tang, D.; Li, M.; Crowther, D.T. What matters? A case study of elementary english language learners in STEM education. Res. Sci.
Technol. Educ. 2023, 41, 819–837. [CrossRef]
23. Espinoza, A.Q.; Peña, P. The influence of the gender variable on chilean EFL primary students’ lexical availability. MLS Educ. Res.
(MLSER) 2024, 8, 1–21.
24. Kumayas, T.; Lengkoan, F. The Challenges of Teaching Grammar at the University Level: Learning from the Experience of English
Lecturer. J. Engl. Cult. Lang. Lit. Educ. 2023, 11, 98–105. [CrossRef]
25. Ong, S.G.T.; Quek, G.C.L. Enhancing teacher–student interactions and student online engagement in an online learning environ-
ment. Learn. Environ. Res. 2023, 26, 681–707. [CrossRef]
26. Sutisna, F.; Handra, T.; Jap, Y.P. The Influence of Social Media Marketing on Purchase Impulses with Brand Attentiveness as A
Mediating Variable on UMKM X. Aptisi Trans. Technopreneurship (ATT) 2023, 5, 136–144. [CrossRef]
27. Tuten, T.L. Social Media Marketing; Sage Publications Limited: Newcastle upon Tyne, UK, 2023.
Trends High. Educ. 2024, 3 271

28. Chow, E.J.; Uyeki, T.M.; Chu, H.Y. The effects of the COVID-19 pandemic on community respiratory virus activity. Nat. Rev.
Microbiol. 2023, 21, 195–210. [CrossRef]
29. Ray, J.L.; Srinath, R.; Mechanick, J.I. The negative impact of routine, dietary pattern, and physical activity on obesity and
dysglycemia during the COVID-19 pandemic. Am. J. Lifestyle Med. 2023, 17, 219–230. [CrossRef]
30. Busetta, G.; Campolo, M.G.; Panarello, D. Economic expectations and anxiety during the COVID-19 pandemic: A one-year
longitudinal evaluation on Italian university students. Qual. Quant. 2023, 57, 59–76. [CrossRef]
31. Cattelino, E.; Testa, S.; Calandri, E.; Fedi, A.; Gattino, S.; Graziano, F.; Rollero, C.; Begotti, T. Self-efficacy, subjective well-being and
positive coping in adolescents with regard to COVID-19 lockdown. Curr. Psychol. 2023, 42, 17304–17315. [CrossRef] [PubMed]
32. Oktaviani, L.; Mandasari, B. Powtoon: A digital medium to optimize students’ cultural presentation in ELT classroom. Teknosastik
2020, 18, 33–41. [CrossRef]
33. Durairaj, M.; Jayakumar, S.; Karpagavalli, V.S.; Maheswari, B.U.; Boopathi, S. Utilization of Digital Tools in the Indian Higher
Education System During Health Crises. In Multidisciplinary Approaches to Organizational Governance During Health Crises; IGI
Global: Hershey, PA, USA, 2023; pp. 1–21. [CrossRef]
34. Sari, T.; Nayır, F. Challenges in distance education during the (COVID-19) pandemic period. Qual. Res. Educ. 2020, 9, 328–360.
[CrossRef]
35. Kasim, N.N.M.; Khalid, F. Choosing the right learning management system (LMS) for the higher education institution context: A
systematic review. Int. J. Emerg. Technol. Learn. 2016, 11, 55–61. [CrossRef]
36. Gok, D.; Bozoglan, H.; Bozoglan, B. Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety.
Comput. Assist. Lang. Learn. 2023, 36, 840–860. [CrossRef]
37. Graf, S. Dynamic student modelling of learning styles for advanced adaptivity in learning management systems. Int. J. Inf. Syst.
Soc. Change (IJISSC) 2013, 4, 85–100. [CrossRef]
38. Turnbull, D.; Chugh, R.; Luck, J. Issues in learning management systems implementation: A comparison of research perspectives
between Australia and China. Educ. Inf. Technol. 2021, 26, 3789–3810. [CrossRef]
39. Mubarak, S.A. Case Study of Hybrid Learning at Kindergarten in UAE-Abu Dhabi. Ph.D. Thesis, The British University in Dubai,
Dubai, United Arab Emirates, 2022.
40. Devi, K.S.; Aparna, M. Moodle–An effective learning management system for 21st century learners. Alochana Chakra J. 2020, 9,
4474–4485.
41. Kincal, R.Y.; Ozan, C.; İleritürk, D. Increasing Students’ English Language Learning Levels via Lesson Study. Engl. Lang. Teach.
2019, 12, 88–95. [CrossRef]
42. Maulana, N.R.; Lintangsari, A.P. The use of Moodle in English language learning during the pandemic: The students’ voice.
J. Engl. Lit. Educ. Teach. Learn. Engl. A Foreign Lang. 2021, 8, 27–41. [CrossRef]
43. Natalia, K.; Julia, O. New use of MOODLE tools for distance English language learning (experience of Krasnoyarsk State Agrarian
University). Int. Multidiscip. Sci. GeoConf. SGEM 2018, 18, 225–232.
44. Zabolotniaia, M.; Cheng, Z.; Dorozhkin, E.; Lyzhin, A. Use of the LMS Moodle for an effective implementation of an innovative
policy in higher educational institutions. Int. J. Emerg. Technol. Learn. (IJET) 2020, 15, 172–189. [CrossRef]
45. Annisa, N. Penerapan Model Blended Learning Pada Materi Masalah Ekonomi Dalam Sistem Ekonomi Untuk Meningkatkan
Hasil Belajar Siswa. J. Pendidik. Tambusai 2023, 7, 18950–18960.
46. Setlik, J.; da Silva, H.C. Texts and reading practices in physics education: Analysis of the voices of subjects in initial teacher
education. Teach. Teach. Educ. 2023, 127, 104112. [CrossRef]
47. Logroño, O.C.; Costelo-Abrea, A.M. ESL Teachers’ and Students’ Experience of Online Learning via Microsoft Teams. East Asian J.
Multidiscip. Res. 2023, 2, 2983–2998. [CrossRef]
48. King, A. From sage on the stage to guide on the side. Coll. Teach. 1993, 41, 30–35. [CrossRef]
49. Roohollah, T.; Hamid, R.T.; Mahdi, S. Index of difficulty which is an effective factor on especial skill formation in basketball free
throw: Index of learning difficulty hypothesis. Phys. Educ. Stud. 2018, 22, 83–90. [CrossRef]
50. Al Bataineh, K.B.; Banikalef, A.; H Albashtawi, A. The effect of blended learning on EFL students’ grammar performance and
attitudes: An investigation of Moodle. Arab World Engl. J. (AWEJ) 2019, 10, 11. [CrossRef]
51. Ghounane, N. Moodle or Social Networks: What Alternative Refuge Is Appropriate to Algerian EFL Students to Learn during
COVID-19 Pandemic. Arab World Engl. J. 2020, 11, 21–41. [CrossRef]
52. Psycharis, S.; Chalatzoglidis, G.; Kalogiannakis, M. Moodle as a learning environment in promoting conceptual understanding
for secondary school students. Eurasia J. Math. Sci. Technol. Educ. 2013, 9, 11–21. [CrossRef]
53. Gulbinskienė, D.; Masoodi, M.; Šliogerienė, J. Moodle as virtual learning environment in developing language skills, fostering
metacognitive awareness and promoting learner autonomy. Pedagogika 2017, 127, 176–185. [CrossRef]
54. Shahzad, S.K.; Hussain, J.; Sadaf, N.; Sarwat, S.; Ghani, U.; Saleem, R. Impact of Virtual Teaching on ESL Learners’ Attitudes
under COVID-19 Circumstances at Post Graduate Level in Pakistan. Engl. Lang. Teach. 2020, 13, 1–9. [CrossRef]
55. Martín-Gutiérrez, J.; Mora, C.E.; Añorbe-Díaz, B.; González-Marrero, A. Virtual technologies trends in education. Eurasia J. Math.
Sci. Technol. Educ. 2017, 13, 469–486. [CrossRef]
56. Tai, T.Y.; Chen, H.H.J. The impact of Google Assistant on adolescent EFL learners’ willingness to communicate. Interact. Learn.
Environ. 2023, 31, 1485–1502. [CrossRef]
57. González-Lloret, M. Collaborative tasks for online language teaching. Foreign Lang. Ann. 2020, 53, 260–269. [CrossRef]
Trends High. Educ. 2024, 3 272

58. Waheed, M.; Kaur, K.; Ain, N.; Hussain, N. Perceived learning outcomes from Moodle: An empirical study of intrinsic and
extrinsic motivating factors. Inf. Dev. 2016, 32, 1001–1013. [CrossRef]
59. Karaaslan, H.; Kilic, N.; Guven-Yalcin, G.; Gullu, A. Students’ reflections on vocabulary learning through synchronous and
asynchronous games and activities. Turk. Online J. Distance Educ. 2018, 19, 53–70. [CrossRef]
60. Rojabi, A.; Setiawan, S.; Munir, A.; Purwati, O. The camera-on or camera-off, is it a dilemma? Sparking engagement, motivation,
and autonomy through microsoft teams videoconferencing. Int. J. Emerg. Technol. Learn. (IJET) 2022, 17, 174–189. [CrossRef]
61. Zainuddin, Z.; Muluk, S.; Keumala, C.M. How do students become self-directed learners in the EFL flipped-class pedagogy? A
study in higher education. Indones. J. Appl. Linguist. 2019, 8, 678–690. [CrossRef]
62. Magableh, I.S.I.; Abdullah, A. On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students’
Overall Achievement. Int. J. Instr. 2020, 13, 533–548. [CrossRef]
63. Fazza, H.; Mahgoub, M. Student engagement in online and blended learning in a higher education institution in the Middle East:
Challenges and solutions. Stud. Technol. Enhanc. Learn. 2021, 1, 417–432. [CrossRef]
64. Scott, H.; Smith, M. A Design-Based Research Approach to Developing Teacher-Student Co-creation through Interactive E:books.
Preprints 2023, 2023121474. [CrossRef]
65. Ghazal, S.; Al-Samarraie, H.; Aldowah, H. “I am still learning”: Modeling LMS critical success factors for promoting students’
experience and satisfaction in a blended learning environment. IEEE Access 2018, 6, 77179–77201. [CrossRef]
66. Indriani, K.S.; Widiastuti, N.M.A. Students’ attitude towards English online learning through Moodle during the COVID-19
pandemic. Celt. A J. Cult. Engl. Lang. Teach. Lit. Linguist. 2021, 8, 190–205.

Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual
author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to
people or property resulting from any ideas, methods, instructions or products referred to in the content.