Abstract—Abstract—Due to a relatively large class and limited opportunities for students to practice their English skills, Schoology e-learning platform was implemented in foundation English class in the first semester of academic year 2015.The study started after the formative test and lasted for seven weeks. The subjects were 56 first year students registering in Foundation English I course at university level. Quizzes on English grammars and vocabulary from the lessons were posted twice a week. Website links of related English grammars and lessons were posted every week. Students were also encouraged to post and share their group presentations (PowerPoint) on the contents and useful vocabulary of the outside reading of the course. Questionnaires with rating scale statements and open-ended questions were distributed to the students to express their perspectives on Schoology implementation. Scores from formative test and summative test were compared to investigate students’ learning achievement. Results show students’ positive attitudes on the use of Schoology e-learning platform at high level (M= 3.93) as well as the positive perception of Schoology as a language learning tool (M=3.86). The implementation helps improve students’ learning achievement as indicated by a large number of students (94.64%) with higher scores in summative test.
Index Terms—Index Terms—Foundation english, learners’ perspectives, learning achievement, schoology e-learning.
P. Low is with the Faculty of Management Sciences, Kasetsart University Si Racha Campus, Thailand. (e-mail: fmspyl@ src.ku.ac.th).
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Cite:P. Low, "E-learning Implementation in Foundation English Class: Learners’ Perspectives and Learning Achievement," International Journal of Computer Theory and Engineering vol. 9, no. 4, pp. 285-289, 2017.
