Disertasi

The impact of moodle-based instruction on English proficiency and students’ perceptions of their autonomy / Marzuki

Abstrak
This study investigated the impact of Moodle-based instruction on English proficiency and learner autonomy among non-English major undergraduates in Central Sulawesi Indonesia. Unlike earlier studies that treated Moodle as a general platform this research isolated specific Moodle modules (Lesson Book External Tools Quiz Assignment and Forum) and examined how their design and use were linked to proficiency outcomes and learner autonomy development. By employing an Explanatory Sequential Mixed-Methods (ESMM) design the study not only measured proficiency gains quantitatively but also explored student perceptions qualitatively providing a comprehensive view of how technology can shape language learning. The quantitative phase applied a quasi-experimental pretest ndash posttest non-equivalent control group design. Two intact classes participated the experimental group (n 21) received Moodle-based instruction while the control group (n 22) followed traditional face-to-face teaching. Validated instruments ensured robustness proficiency was assessed using a standardized institutional test mapped to CEFR levels while the autonomy questionnaire underwent expert judgment. Qualitative data were collected through interviews and focus group discussions to enrich interpretation of the quantitative results. Findings revealed that Moodle-based instruction produced greater overall gains in proficiency compared to conventional teaching. The experimental group showed a mean improvement of 47.86 points while the control group improved by 36.04 points. In CEFR terms 18 of the 21 students in the experimental group advanced from A2 (Elementary) to B1 (Lower-Intermediate) while the remaining 3 stayed at A2. In the control group progress was less consistent 16 students reached B1 5 remained at A2 and only 1 student advanced further to B2 (Intermediate). Skill-specific analysis showed strong gains in reading supported by structured and interactive modules (Book Lesson External Tools) while grammar and listening showed only moderate or non-significant gains suggesting that module design and learning strategies limited their impact. Students rsquo perceptions confirmed this uneven impact. Reading activities were viewed as the most effective particularly those combining structured content with interactive tasks and feedback. Grammar and listening in contrast were seen as repetitive or underdeveloped offering fewer opportunities for autonomy or meaningful practice. Autonomy development also varied across dimensions students reported moderate control over learning processes partial control over cognitive strategies and strongest autonomy in content choice. However many low- and mid-autonomy students struggled to manage freedom without structured guidance underscoring the importance of teacher scaffolding. These findings highlight that Moodle alone does not automatically foster autonomy rather autonomy emerges from the synergy of platform affordances and teacher mediation. Despite these contributions the study is constrained by its small sample size context-specific focus on one Indonesian university and reliance on self-reported measures for autonomy. These limitations mean that while findings are valuable they should be generalized with caution. The study offers several practical recommendations. Teachers should design Moodle modules strategically by combining structured tools (Lessons Quizzes Assignments) with collaborative spaces (Forums Workshops) to balance clear guidance with opportunities for autonomy. Adaptive quizzes with feedback reflective prompts and scaffolded peer interactions can further support students with weaker self-regulation. At the institutional level curriculum designers and administrators should align digital modules with course objectives provide ongoing professional development and ensure equitable access to infrastructure so that Moodle rsquo s potential can be fully realized. In conclusion this study demonstrates that Moodle can significantly enhance both proficiency and learner autonomy when used strategically. Its success lies not in the platform itself but in intentional instructional design that integrates structured modules collaborative tools and teacher scaffolding to support learners across varying levels of autonomy.

Informasi Detail

DDC

Rd 420.76 MAR i

Prodi

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN 2. BAHASA INGGRIS - MEDIA PEMBELAJARAN 3. BAHASA INGGRIS - TES DAN PENGUKURAN 4. ENGLISH LANGUAGE - STUDY AND TEACHING, 2025.

Deskripsi Fisik

XV, 149 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00862/RD/25

Edisi

Disertasi (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - MEDIA PEMBELAJARAN
3. BAHASA INGGRIS - TES DAN PENGUKURAN
4. ENGLISH LANGUAGE - STUDY AND TEACHING

Pembimbing

1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.; 2. Francisca Maria Ivone, S.pd, M.a., Ph.d; 3. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

Lampiran Berkas