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Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition. Language Learning, 63, 34-62.
http://dx.doi.org/10.1111/j.1467-9922.2012.00717.x

has been cited by the following article:

• TITLE: Moodle as Builder of Motivation and Autonomy in English Courses

  AUTHORS: Erdal Ayan

  KEYWORDS: Moodle, Motivation, Autonomy, e-Motivation, e-Learning

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.5 No.1, January 27, 2015

  ABSTRACT: Moodle is one of the mostly used open source learning management systems. It may create an encouraging, informative and always renewable language education environment. It is both motivating and autonomy building in particularly English language courses. In this paper, focus of the research is to survey on Moodle’s position to motivate and create autonomous e-learning in English language courses. Distinctive features of this study were that language learners who were participants of the study did not experience English preparatory class at university level and never used a particular learning management system (LMS) to learn English before. They had weekly four hours of English language classes in each term for four years of their bachelor education. The students used Moodle to learn and improve their English with asynchronous applications as an extension to face-to-face sessions of the courses. At the end of almost four months of study, averages of their exam scores and a satisfaction questionnaire were used to evaluate the effectiveness of Moodle on students’ motivations and autonomous learning. As a consequence of the study, it was observed that Moodle considerably contributed to the levels of their motivation and autonomy to improve their English language skills.