The effects of a Lexical Approach-based EFL program using Moodle and student attitudes towards it

Abstract

This exploratory-sequential mixed method study aims at investigating the impact of a specially designed Lexical Approach-based teaching program on the use and recognition of lexical chunks. Participants came from full-time and part-time Bachelor’s degree programs at Universities of Applied Sciences in Austria. The relationships between the use and recognition of lexical chunks and the semester participants attend (2nd, 4th, 6th) and their mode of study (full- or part-time) were examined. Additionally, the usefulness of Moodle for teaching the Lexical Approach was investigated. Quantitative data was collected by using questionnaires and by testing participants’ productive and receptive knowledge of lexical chunks through appropriate tasks. Qualitative data was obtained by conducting guided interviews. Results show that the exposure to the Lexical Approach was perceived as very relevant and useful by the learners. The same is true for the accompanying Moodle activities. Also, part-time students from higher semesters seem to be even more likely to profit from the teaching program focusing on the Lexical Approach. This implies that integrating the Lexical Approach into English language teaching is a most beneficial undertaking to support and improve learners’ EFL performance.