The effects of a learning management system on the achievement of university EFL students

Abstract

The aim of this study is to explore the effects of an online learning management system called Macmillan English Campus (MEC) on the achievement and opinions of Turkish university preparatory students studying English as a foreign language. The study employed quasi-experimental design so as to realize this aim. Two A level preparatory classes, each consisting of 36 Turkish EFL students in Ġstanbul Technical University School of Foreign Languages, were assigned as experimental and control groups. The students in the experimental class used MEC as part of their courses as well as following the required materials while the control class followed only the materials required by the preparatory program. The students in both classes were given a pre-test, progress-test and post-test. The students in the experimental class were given a student questionnaire to find out their opinions on their experience with MEC. The findings of the study indicated that the students in the experimental class outperformed the students in the control class in terms of reading, listening and overall achievement. However, there was no significant difference between the classes in terms of grammar and vocabulary achievement. The results of the student questionnaire revealed that the students in the experimental class found MEC convenient. They also found the resources in MEC useful and helpful in their English learning. However, they did not like using MEC compulsorily as part of their courses.