Accessibility is Not Engagement: Exploring Students’ Underutilization of Moodle for English Language Development and Self-Regulated Learning

Abstract

This study targets to contribute to the rapidly growing literature on self-regulated learning in technology-mediated educational environments. It aims to investigate Moodle's role in supporting undergraduate students' self-regulation and English language proficiency in Omani higher education, to examine how students' self-regulation, Moodle engagement, and English language proficiency are related, and to identify how AI can be integrated into Moodle to improve students' self-regulation and English language proficiency. This study adopted an embedded mixed-methods case study design. The study used a mix methods data analysis approach, combining quantitative data derived from Moodle learning analytics and students’ performance results, and qualitative data obtained from focus group discussions and classroom observations. The sampling technique was purposive, focusing on participants comprising 120 students with 60 students in each class, enrolled in five-month compulsory English language courses at an Omani university. The findings revealed uneven engagement patterns with the Moodle platform, with students largely focusing on completing graded tasks and assignments to pass compulsory English courses while paying inadequate attention to enhancing their overall English language proficiency. Self-regulatory behavioral patterns were characterized by instability and irregularity, revealing notable struggles in managing learning behaviors and sustaining engagement with Moodle-supported learning activities. The findings also demonstrated that students repeatedly used AI tools and the statistical data showed almost half of the students either failed or received D grade due to poor self-regulation. This study indorses the pedagogically guided integration of AI within Moodle platform, yet the development of an AI-enhanced Moodle platform remains a significant challenge for the concerned stakeholders, requiring a combination of pedagogical and technical expertise.