USING MOODLE QUIZ TO ASSIST LISTENING ASSESSMENT: EFL STUDENTS' PERCEPTIONS AND SUGGESTIONS

Abstract

This study investigated the perceptions of EFL students at University of Foreign Languages, Hue University, about the use of the Moodle Quiz in listening tests and the benefits as well as problems they had when taking Moodle-based listening quizzes. A mixed method was adopted to collect data from 73 first-year English majors. The findings showed that more than half of students liked taking listening tests on the Moodle Quiz while the rest of the students were not really keen on this method of testing. It is also indicated that more students preferred Moodle Quiz for formative assessment than for summative assessment. In comparison with paper-based tests, Moodle Quiz was said to provide the test-takers with clear sound, better concentration, and quicker feedback. It was, however, revealed that the unfamiliarity with the tool, time pressure of the tests and facility-related trouble were students’ common problems in using this test delivery mode. Some suggestions were then made in order to improve the effectiveness of using Moodle Quiz in the listening assessment.