Moodle and Google-Meet Delivered Distance-Learning Lessons: Teachers’ and Students’ Estimates of their Pedagogical Effectiveness on the Writing Skill A Case Study of 3rd Year FLs Students in the Department of Foreign Languages, Abdelhafid Boussouf University Center-Mila

Abstract

Technology is evolving swiftly; its influence is patently apparent in virtually every realm in this life and education constitutes no exception. It has arguably rendered learning foreign languages (FLs) far less intricate and far more amiable. Following the sudden outbreak of the current savage pandemic, teachers are becoming increasingly reliant not solely upon face-to-face teaching but also on more top-notch methods recognized as distance teaching. This mode refers to the spacial separation of instructors from their learners in the process of delivering the input with the integration of some technological instruments such as Moodle and Google-Meet for guaranteeing uncluttered continuity of the academic year. In order to testify their pedagogical efficiency on the language skills, a pilot study in the form of questionnaire is conducted; it predominantly aims at highlighting one skill to be scrutinized that is the writing skill in light of these devices effectiveness and to broaden the population scope from students of English as a foreign language (EFL) to students of foreign languages (FLs). Its results oriented the scope of our research enterprise towards the writing skill; to this end, the present research aims at investigating the estimates of FLs teachers and students towards the impact of Moodle and Google-Meet on the learners’ writing skill at Mila University Center. For this purpose to be realised, a triangulation method design is deployed to gather myriad information from a sample of 124 respondents and 10 teachers; fortifying this study with valuable data required the administration of a questionnaire to FLs learners, an interview to teachers and an analytical comparative study. The statistics of this exploratory research disclosed that the inclusion of Moodle and Google-Meet in teaching and learning the writing skill is deficient; moreover, it has displayed that the two virtual tools impede the learners’ writing level and curb to rather alarmingly high ratios their communicative skills.