Moodle as a catalyst for English proficiency

Evidence from a mixed-methods study of non-English majors

Bibliographic Data

ID22203249
AuthorsMarzuki Marzuki (0000-0002-2178-9253, State University of Malang, corresponding author), Bambang Yudi Cahyono (0000-0001-5210-5208, State University of Malang), Francisca Maria Ivone (0000-0001-6769-1406, State University of Malang), Anik Nunuk Wulyani (0000-0002-4080-8288, State University of Malang)
Year2026
Volume13
Pages102438
Publication date2026-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2026.102438
OpenAlexW7119129055
LanguageEN
References cited25

This study examined the effectiveness of Moodle-based instruction in improving English language proficiency among EFL students from non-English departments and explored their perceptions of specific Moodle activities that supported learning. Using an explanatory sequential mixed-methods design, forty-three undergraduate students were divided into an experimental group (Moodle-based instruction) and a control group (traditional instruction). Quantitative data from pre- and post-tests were analyzed using the Mann–Whitney U test, while qualitative data from questionnaires and semi-structured interviews provided explanatory insights. Results showed that the Moodle-based group achieved significantly higher proficiency gains and more consistent CEFR-level progression than the control group. Qualitative findings revealed strong student preferences for structured and feedback-oriented modules such as Lesson, Quiz, and Forum, which fostered engagement, collaboration, and self-regulated learning. However, challenges related to usability and digital literacy affected lower-proficiency learners, underscoring the need for explicit digital scaffolding. The study concludes that Moodle shows potential to enhance English proficiency when pedagogically aligned with clear instructional design. It recommends that educators integrate structured, interactive, and supportive Moodle activities to promote equitable participation. Future research should extend this work to productive language skills and multi-institutional settings

Higher education · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching

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