The effects of a Lexical Approach-based EFL program using Moodle and student attitudes towards it

by Isabella Tinkel ¹

¹ University of Applied Sciences Burgenland, Eisenstadt, Austria

ABSTRACT

This exploratory-sequential mixed method study aims at investigating the impact of a specially designed Lexical Approach-based teaching program on the use and recognition of lexical chunks. Participants came from full-time and part-time Bachelor’s degree programs at Universities of Applied Sciences in Austria. The relationships between the use and recognition of lexical chunks and the semester participants attend (2nd, 4th, 6th) and their mode of study (full- or part-time) were examined. Additionally, the usefulness of Moodle for teaching the Lexical Approach was investigated. Quantitative data was collected by using questionnaires and by testing participants’ productive and receptive knowledge of lexical chunks through appropriate tasks. Qualitative data was obtained by conducting guided interviews. Results show that the exposure to the Lexical Approach was perceived as very relevant and useful by the learners. The same is true for the accompanying Moodle activities. Also, part-time students from higher semesters seem to be even more likely to profit from the teaching program focusing on the Lexical Approach. This implies that integrating the Lexical Approach into English language teaching is a most beneficial undertaking to support and improve learners’ EFL performance.

Keywords: English language learning, lexical approach, student attitudes, Moodle, learner autonomy

HOW TO CITE THIS ARTICLE
Tinkel I. (2023). The effects of a Lexical Approach-based EFL program using Moodle and student attitudes towards it, MAP Education and Humanities, 4, 65-76. doi: https://doi.org/10.53880/2744-2373.2023.4.65

MAP Education and Humanities

Volume 4

ISSN: 2744-2373/ © The Authors.
Published by MAP - Multidisciplinary Academic Publishing.

Article Submitted: 20 July 2023
Article Accepted: 21 September 2023
Article Published: 22 September 2023

Correspondence concerning this article should be addressed to the author(s).

DOI: https://doi.org/10.53880/2744-2373.2023.4.65

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