Pilot implementation of Moodle for pre-service teachers at the English Department major

Santi Novita

Abstract


Computer Assisted Language Learning (CALL) has been a focus in language teacher education as technology-savvy language teachers are in demand. However, initiating CALL implementation might be tricky. In this paper, the author is sharing her experience in starting Moodle as a Course Management System (CMS) at the English Education Study Program of Universitas Muria Kudus. Moodle is a free online CMS platform whose features can serve language learning well; it also can facilitate collaborative learning and problem-based learning. This Moodle project started with research on students' device ownership and technology mastery, faculty member's perception of technology, and technology resources at the university. The project then continued with a pilot program, that was putting three courses on Moodle for one semester. This pilot program was considered successful; thus, the Moodle initiation was considered possible to implement. Later, a workshop and some assistance sessions for the faculty members were conducted to familiarize them with Moodle. At the same time, technical preparation took place; this included installing Moodle, customizing it to the English Department's needs, and creating a student database.

Keywords


Computer Assisted Language Learning (CALL); Moodle; Language Teachers Education

Full Text:

PDF

References


Albarini, A. (2006). Teachers' attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers & Education, 47, 373-398.

Blin, F. (2004) CALL and the development of learner autonomy: Towards an activity theoretical perspective. ReCALL, 16(2), 377-395.

Bordbar, F (2010) English teachers ‘attitudes toward computer-assisted language learning. International Journal of Language Studies. 4(3), 27-54.

Buston, J. (2005). Video dubbing projects in the foreign language curriculum. CALICO Journal, 23(1), 79-92.

Chai, C.S., Hong, H., &Teo,T. (2009). Singaporean and Taiwanese Pre-service teachers' beliefs and their attitude towards ICT use: a comparative study. The Asia- Pacific Education Researcher, 18(1), 117-128.

Chenoweth, N., &Murday, K. (2003). Measuring student learning within an online French course. CALICO Journal, 20(2), 285-314.

Hodge, S., & Anderson, B. (2007). Teaching and learning with an interactive whiteboard: A teacher's journey. Learning, Media and Technology, 32 (3), 271- 282.

Kim, Hoe Kyeung. (2002) Beyond motivation: ESUEFL teachers' perception of the role of computers. CALICO Journal, 25(2), 241-259.

Linawati., Sukadarmika, G., & Sasmita, A. (2012). Synchronization interfaces for improving Moodle Utilization. TELKOMNIKA, 10 (1), 179-188.

Madyarov, I (2009). Designing a workable framework for evaluating distance language instruction. CALICO Journal, 26(2), 290-308.

Sotillo, S. (2005) Corrective feedback via Instant Messenger learning activities in NS-NNS and NNS NNS dyads. CALICO Journal, 22(3), 467-496.

Tiantong, M., & Teemuanqsai, S., (2013). Student Team Achievement Divisions (STAD) technique through Moodle to enhance learning achievement. International Education Studies, 6 (4),

Tosun, C., & Taskesenligil, (2011). Using the MOODLE Learning Management System in Problem-Based Learning Method. International Online Journal of Educational Sciences, 3 (3), 1021-1045.

Valcke, M., et al. (2007). ICT teacher training: Evaluation of the curriculum and training approach in Flanders. Teaching and Teacher Education, 23, 795-808.

Vogel, J., et al. (2006). Computer gaming and interactive simulation for learning: a meta-analysis. Educational Computing Research, 34 (3), 229-243.

Borg, S. (2011). The impact of in-service teacher education on language teachers' beliefs. System, 39, 370-380.

Braine, G. (ed.) (1999). Nonnative educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.

Brown, K., & Peterson, J. (1997). Exploring conceptual frameworks: Framing a World Englishes paradigm. In L. Smith & M. L. Forman (Eds.), World Englishes 2000 (pp. 32-47). Honolulu: University of Hawai'i & East-West Center.

Floris, F.D. (2013). Exploring beliefs of pre-service teachers toward English as an international language. Thai TESOL Journal,23(7).

Kandia, T. (1991). "South Asia!' In Cheshire, J. (ed.). English around the world: Sociolinguistic perspectives. Pp 271-287. Cambridge University Press.

Maum, R. (2002). Nonnative-English-speaking-teachers in the English language profession. The English Languages Cambridge University Press.

McKay, S. (2003). Toward an appropriate ELL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13, 2, 1-22.

McKay, S.L. (2012). Principles of teaching English as an international language. In Al sag off, L., Hu, Guangwei, & McKay, S. L., Renandya, WA. (Eds.). Principles and practices for teaching English as an International language (pp. 28-46). Routledge.

Renandya, WA. (2011). Teacher Roles in EIL. Paper presented at the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.

Todd, R.W (2006). The myth of the native speaker as a model of English proficiency. Reflections / Sigma Theta Tau 8:1-7

Wilke, R. (2004). How content area influences the choice of instructional methods: an examination of one component of pre-service teacher belief. Unpublished master's thesis, The Florida State University, College of Education.




DOI: https://doi.org/10.26877/lej.v3i2.22041

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Santi Novita

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Linguistics and Education Journal by Magister Pendidikan Bahasa Inggris, Universitas Persatuan Guru Republik Indonesia Semarang is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.