Digital Pathways to Autonomy: Exploring Moodle-Based Activities in TEFL

Abstract

This study examined the role of technology in fostering learner autonomy in EFL classrooms compared to traditional teacher-centered methods. It specifically explored students’ perceptions of technology in promoting autonomy and teachers’ views on their role in supporting autonomous learning through technology. A mixed-method design was employed, integrating quantitative and qualitative approaches. A questionnaire was distributed to investigate the impact of technology on learners’ autonomy, while semi-structured interviews were conducted to capture learners’ experiences with Moodle-based activities and teachers’ perspectives on their role in fostering autonomy. Findings revealed that technology, particularly Moodle, significantly supports learner autonomy by providing flexibility, access to diverse resources, and opportunities for independent problem-solving. Learners expressed positive attitudes toward Moodle-based activities, preferring them over traditional approaches. Teachers emphasized their role as facilitators, guiding learners through structured tasks and providing scaffolding to promote self-directed learning. Overall, the study highlights the effectiveness of technology in enhancing learner autonomy and suggests practical implications for integrating Moodle and similar platforms into EFL teaching practices.