The Effect of Using Moodle Reader as an Extensive Reading Tool on Learners’ Awareness of Affective Dimensions of Deep Vocabulary Knowledge

Abstract

This study aimed at investigating the effect of using MoodleReader to promote extensive reading (ER) in an Iranian EFL
context, emphasizing its effect on learners' awareness of two affective dimensions namely evaluation and potency of deep
vocabulary knowledge. Sixty intermediate EFL female adult learners participated in this study; they were chosen from among
90 students through Preliminary English Test and a general vocabulary knowledge test. They were thus randomly divided into
two groups, experimental and control, each consisting of 30 students. As for the treatment, the experimental group used the
MoodleReader for their extensive reading program, while the control group followed the conventional extensive reading
curriculum, reading a small number of pre-assigned graded readers during the semester. At the end, students took a test of
awareness of evaluation and potency dimensions of deep vocabulary knowledge. To see if using MoodleReader had
statistically significant effects on awareness of evaluation and potency dimensions of deep vocabulary knowledge, independent
T-test with 0.05 significant level was administered revealing that using MoodleReader as an extensive reading tool significantly
improved learners’ awareness of the two dimensions.