Classroom on Oversized Mixed-ability Mixed gender Adult Classes Of English for General Purposes
الملخص
This paper investigates the impact of Google Classroom (GC) as a Learning Management System (LMS) on learner achievement in the context of teaching English for General Purposes (EGP) for Oversized Mixed-ability Mixed-gender Adult (OMMA) classes at the Faculty of Information Technology (University of Tripoli, Libya). Three focal lines of inquiry were pursued: (1) the extent to which Google Classroom impacts learner achievement; (2) Students’ attitudes towards learning through Google Classroom; (3) obstacles encountered while using Google Classroom for language learning. A quantitative method approach employing a quasi-experimental design incorporated an online questionnaire administered to a convenience sample of second-semester students (n=132). The results reveal that Google Classroom students achieved a significantly higher mean score (Sig=0.028 < 0.05) of 87.8% (sd=9.3) compared with 77.9% (sd= 6.6) in f2f classes (α = 0.05). On the whole, student’s attitudes towards using Google Classroom were positive and very encouraging. The obstacles faced by the students included difficulty in navigating the system during the initial phase, poor internet connectivity, electric power cuts, and the lack of immediate feedback. The research is significant in ascertaining the value of online learning through Google Classroom particularly in teaching large-size mixed-ability adult classes typically associated with EGP students throughout the University of Tripoli.
كيفية الاقتباس
