Implementing Moodle-based Tests on English Reading Skills at a Gifted High School in An Giang Province
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In recent years, with great strides in digital modes, the world has witnessed the creation of new opportunities to foster interactive and learner-centered approaches to reading comprehension. Nonetheless, in spite of global trend adoption, empirical research continues to remain scarce on the assessment side of Moodle applications in Vietnam's secondary education, especially in the context of specialized public schools. This research examines the implementation of Moodle tests to enhance English reading comprehension skills in the tenth-grade curriculum at a specialized public school in An Giang Province, Vietnam. Adopting an integrated mixed-methods approach, the study collected quantitative data through pre- and post-tests, while qualitative data were drawn from student interviews. A 12-week Moodle intervention was prepared using authentic reading texts, multimedia elements, and immediate feedback to promote learner engagement and formative assessment. The paired T-test and Wilcoxon signed-rank test indicated a present (statistically significant) difference in the scores, thereby allowing a claim on the presence of potential in Moodle for supporting the development of comprehension skills. Moreover, the thematic analysis of student responses also revealed that they positively regarded Moodle for its usability and benefits for autonomy and motivation. At the same time, some challenges related to digital literacy and technical access were noted. Language Moodle should be chosen particularly in ICT-equipped schools, and the findings present certain insights into language teachers, administrators, and policymakers interested in modernizing language schooling through emerging technology.
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