Workshop Activity Module In E-Learning for Maximum Vocabulary Exposure in An EFL Classroom

Abstract

Vocabulary instruction has received serious attention among English language teaching (ELT) researchers for decades. The objective of this research was to find out whether peer assessment can facilitate vocabulary retention. The peer assessment in the current research was delivered through a workshop activity module as an extension of Moodle platform, a most used open-source LMS (Learning Management System). This study was a quantitative study with an experimental design. The data were collected from 59 adult EFL learners participating in the study. The study used a repeated measure design, and tests were administered after each type of instruction, where traditional vocabulary instruction preceded peer assessment instruction. The scores were analysed using the Independent Samples T-test. The analysis results showed that the scores were significantly different. The scores obtained for vocabulary use after peer assessment instruction with peer review were higher compared to those with traditional vocabulary instruction. Therefore, it can be concluded that peer assessment in Moodle workshop activity module can facilitate sufficient vocabulary exposure for better retention. The pedagogical implications of the research are discussed in the article.