Moodle integration in English vocabulary learning: university students’ perceptions
TL;DR
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.
Abstract
English vocabulary development represented a relevant challenge in university education, particularly given the need to integrate digital resources that promote more interactive, flexible, and autonomous learning processes. The study aimed to analyze university students’ perceptions of Moodle integration as a support tool for English vocabulary learning. A quantitative, non-experimental, cross-sectional, and descriptive study was conducted. Participants were 31 second-semester students enrolled in the National and Foreign Language Pedagogy program at Universidad Estatal del Sur de Manabí, selected through non-probability convenience sampling. Data were collected through a structured 10-item questionnaire using a five-point Likert-type scale. The results showed a predominantly favorable evaluation of Moodle, particularly for multimedia support (84%), peer collaboration (83%), access to materials (77%), and interactivity (77%). 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.