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Educator-Student Partnership: Utilizing Moodle to Investigate How Learner Autonomy Is Expressed
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Author(s): Judith Nesamalar Tharumaraj (Taylor's University, Malaysia), Kalai Vaani Rajandram (Taylor's University, Malaysia)and Nallammai Singaram (Taylor's University, Malaysia)
Copyright: 2021
Pages: 21
Source title:
Transforming Curriculum Through Teacher-Learner Partnerships
Source Author(s)/Editor(s): Pradeep Nair (Taylor's University, Malaysia), Michael James Keppell (Taylor's University, Malaysia), Chee Leong Lim (Taylor's University, Malaysia), TamilSalvi Mari (Taylor's University, Malaysia)and Nurhanim Hassan (Taylor's University, Malaysia)
DOI: 10.4018/978-1-7998-6445-5.ch004
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Abstract
The incorporation of web-based instruction within the educator-student partnership in the English language classroom today has taken on a pivotal role in complementing if not supplementing the traditional face-to-face teaching mode. In this study, the researchers set out to find out how pre-university students from various majors in Taylor's University, perceive Moodle as an online English Language learning environment that is able to capture some of the facets of learner autonomy amidst face-to-face interaction with the educator. It evaluates whether these students recognize the effectiveness of Moodle as a tool that develops autonomous learning in the process of engaging with various online language activities prepared by the educator. An online survey was administered to capture their attitude and personal feedback on learning language through various Moodle features utilized throughout the semester. Findings of the research indicated that the students acknowledge Moodle as a language learning platform that enables autonomous learning to be practiced in a supportive environment.
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