Exploring the Effectiveness of Moodle Activities in Enhancing EFL Learning for Yemeni Teachers

Abstract

Abstract: The study purpose is to investigate the effectiveness of Moodle activities in enhancing the learning of English as a foreign language (EFL) for Yemeni teachers alongside traditional face-to-face teaching. It seeks to understand the factors that influence the adoption of Moodle use based on the users' own experiences. The research was conducted using a mixed methods approach that included both quantitative and qualitative data collection methods. The survey collected data from 22 Yemeni faculty members enrolled in the English Department at the University of Science and Technology who use Moodle activities. The instrument was online. The results showed that the level of using Moodle as a learning tool and the perception of using LMS in general were moderate. Moodle activities have a positive impact on Yemeni teachers' learning EFL by improving their language skills and increasing their motivation to learn. In addition, the use of Moodle activities promotes collaborative learning and provides opportunities for self-directed learning. No statistically significant differences were found at the 0.05 level in students' use of Moodle as a learning tool and their perceptions of LMS use, differentiated by gender, computer ownership, and monthly allowance. Moodle can be an effective tool for EFL teaching and learning in Yemen, where access to traditional face-to-face instruction is limited. As hypothesised, there was a positive relationship between Moodle use as a learning tool and perception of LMS use at the 0.01 level. Students using Moodle expressed more positive perceptions of LMS use than students with low use.