improving the rhetorical structure of comparison and contrast paragraphs through moodle

In recent years, numerous research studies have been conducted on the effectiveness of computer-mediated language teaching tools. more specifically, the effects of modular object-oriented dynamic learning environment (moodle) on the improvement of language skills have been studied. this paper illustrated the results of the construction of an advanced level course in language and computers using moodle as a course management system. an outline of the course is presented along with a detailed discussion of the method of implementing and designing the electronic syllabus of the course. to achieve this, 30 students, including 14 male and 16 female, who were attending a general english course, were selected and divided into two groups, experimental and control, based on the results of their pre-test. the procedure used in the study ran parallel for both groups except that students in the experimental group were required to have their six compare and contrast paragraphs on moodle. analysis of the covariance found that moodle had a positive effect on the rhetorical structure of contrast paragraphs. finally, it was concluded that the experimental group outperformed the control group. in addition, according to the interview data, the students were found to have a generally positive attitude toward moodle. included was a discussion about the technology troubles encountered in teaching an online linguistics course.

Improving the Rhetorical Structure of Comparison and Contrast Paragraphs Through Moodle

In recent years, numerous research studies have been conducted on the effectiveness of computer-mediated language teaching tools. More specifically, the effects of Modular Object-Oriented Dynamic Learning Environment (MOODLE) on the improvement of language skills have been studied. This paper illustrated the results of the construction of an advanced level course in Language and Computers using Moodle as a course management system. An outline of the course is presented along with a detailed discussion of the method of implementing and designing the electronic syllabus of the course. To achieve this, 30 students, including 14 male and 16 female, who were attending a general English course, were selected and divided into two groups, experimental and control, based on the results of their pre-test. The procedure used in the study ran parallel for both groups except that students in the experimental group were required to have their six compare and contrast paragraphs on Moodle. Analysis of the Covariance found that Moodle had a positive effect on the rhetorical structure of contrast paragraphs. Finally, it was concluded that the experimental group outperformed the control group. In addition, according to the interview data, the students were found to have a generally positive attitude toward Moodle. Included was a discussion about the technology troubles encountered in teaching an online linguistics course.