2026· International journal of research and innovation in social science· Vol 10, pp. 16337-16351· 0 citations
TL;DR
Investigation of Moodle's role in supporting undergraduate students' self-regulation and English language proficiency in Omani higher education, to examine how students' self-regulation, Moodle engagement, and English language proficiency are related, and to identify how AI can be integrated into Moodle to improve students' self-regulation and English language proficiency.
Abstract
This study targets to contribute to the rapidly growing literature on self-regulated learning in technology-mediated educational environments. It aims to investigate Moodle's role in supporting undergraduate students' self-regulation and English language proficiency in Omani higher education, to examine how students' self-regulation, Moodle engagement, and English language proficiency are related, and to identify how AI can be integrated into Moodle to improve students' self-regulation and English language proficiency. This study adopted an embedded mixed-methods case study design. The study used a mix methods data analysis approach, combining quantitative data derived from Moodle learning analytics and students’ performance results, and qualitative data obtained from focus group discussions and classroom observations. The sampling technique was purposive, focusing on participants comprising 120 students with 60 students in each class, enrolled in five-month compulsory English language courses at an Omani university. The findings revealed uneven engagement patterns with the Moodle platform, with students largely focusing on completing graded tasks and assignments to pass compulsory English courses while paying inadequate attention to enhancing their overall English language proficiency. Self-regulatory behavioral patterns were characterized by instability and irregularity, revealing notable struggles in managing learning behaviors and sustaining engagement with Moodle-supported learning activities. The findings also demonstrated that students repeatedly used AI tools and the statistical data showed almost half of the students either failed or received D grade due to poor self-regulation. This study indorses the pedagogically guided integration of AI within Moodle platform, yet the development of an AI-enhanced Moodle platform remains a significant challenge for the concerned stakeholders, requiring a combination of pedagogical and technical expertise.
It is concluded that gamified MALL fosters meaningful cognitive engagement when supported by teacher scaffolding and peer interaction, and English teachers should integrate gamified mobile learning with reflective and collaborative instructional practices to promote deeper grammar learning and higher-order thinking.
The acquisition of English as a foreign language is influenced by cognitive, emotional, and contextual factors that shape learners’ participation and academic achievement. Among these factors, affective strategies have emerged as essential tools for reducing anxiety, strengthening motivation, and facilitating language learning, particularly in socially vulnerable environments. This study aimed to analyze the influence of affective strategies on students’ motivation and English language acquisition in an at-risk educational context in Guayaquil, Ecuador. A concurrent mixed-methods design was adopted, integrating qualitative and quantitative approaches. The study involved a sample of 46 students selected from a population of 327 learners enrolled in a public educational institution located in a high-risk area. Data were collected through classroom observations, student surveys, and a semi-structured interview with an English teacher. Quantitative data were analyzed using descriptive statistical procedures, while qualitative information was examined through thematic coding. Preliminary findings revealed that the implementation of affective strategies, including positive reinforcement, empathy, motivational support, and gamified activities, contributed to increased student participation, greater classroom engagement, and a reduction in emotional barriers associated with English learning. Survey results indicated that most students perceived English classes as more enjoyable and reported feeling encouraged to continue participating despite making mistakes. Likewise, observations showed improvements in classroom climate, motivation, and interaction. The findings support Krashen’s Affective Filter Hypothesis by suggesting that emotionally supportive learning environments facilitate language acquisition. The study concludes that affective strategies play a significant role in fostering motivation and promoting English language acquisition among students living in contexts of social vulnerability.
Mariellis Zambrano Ocampo, Javier Antonio Zambrano Mero· Ibero-American Journal of Ed...· 0 citations
It is concluded that Moodle was perceived as a relevant environment for complementing vocabulary learning; however, its contribution depends on the pedagogical design of activities and does not, by itself, demonstrate objective improvement in lexical performance.
Mariela Katherine Moreira López, Cinthia Vanessa Ayala Imbaquingo, Angie Paulina Espinoza Morocho et al.· Revista Científica de Innova...· 0 citations
The study’s findings indicate that LinkedIn provides a digital professional space that familiarizes students with English-language communication practices in the workplace and encourages them to engage more actively in English learning through various digital practices outside the formal education setting.
Wildani Mukhollafah, Mochlis Ekowijayanto· IJORER : International Journ...· 0 citations
The integration of digital learning technologies has become increasingly important in English language education to improve students' reading comprehension and classroom engagement. However, many elementary school students continue to experience difficulties in maintaining attention and actively participating in reading activities, particularly when conventional instructional methods are applied. This study aimed to investigate the potential of Kahoot!-based learning in encouraging close reading and enhancing student engagement during descriptive text learning among sixth-grade elementary school students. A qualitative descriptive approach was employed involving 24 sixth-grade students at Elementary School. Data were collected through classroom observations, semi-structured interviews, and vocabulary reflection sheets. The data were analyzed using the interactive qualitative analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing through triangulation. The findings revealed that Kahoot!-based learning increased students' behavioral, emotional, and cognitive engagement during reading activities. Students actively reread descriptive texts, identified textual evidence before answering questions, and participated enthusiastically throughout the learning process. Furthermore, vocabulary reflection activities enabled students to identify unfamiliar words independently and strengthened their vocabulary development. The study concludes that integrating Kahoot!-based close reading with vocabulary reflection creates a more engaging, interactive, and student-centered learning environment that supports reading comprehension, vocabulary acquisition, and digital literacy development in elementary English classrooms..
