The Effects of Technology-Assisted Listening Practice on Moodle on English-Majored Freshmen’s Motivation for Learning Listening at a University in The Mekong Delta

Abstract

Purpose: This study was to investigate the effects of technology-assisted listening practice on MOODLE on English-majored freshmen's motivation for learning English listening at a university in the Mekong Delta.

Approach/Methodology/Design: Two groups of sixty-four mixed-gender freshmen majoring in English language studies participated in this quasi-experimental study. To collect data, a pre-questionnaire, a post-questionnaire, and interviews were employed.

Findings: The findings indicated that technology-assisted listening practice on MOODLE improved English-majored freshmen's listening motivation in specific areas for learning listening; however, this was a variance development.

Practical Implications: This study was aimed to help language teachers and students benefit from technology-assisted listening teaching and learning.

Originality/value: This study innovates by applying the MOODLE system to increase students’ listening motivation at a university in the Mekong Delta.