Complementing and supplementing the Learning Management System (LMS)

Context: This study was conducted at Escuela Normal de Atlacomulco in the State of Mexico with a group of 17 students aged 18-20 years at CEFR B1 level. The students aimed to achieve B2 certification. They worked with a Learning Management System (LMS) integrated with their textbook for self-study. While students were motivated and adept with technology, they struggled to complete LMS activities independently, leading to reliance on the teacher for support during sessions. Aims: The research aimed to explore how to complement and supplement the LMS to enhance its effectiveness in consolidating classroom learning. Gabriel sought to address student difficulties, improve their confidence and engagement, and provide meaningful support before, during, and after using the LMS. Methods: The teacher used a student questionnaire, a focus group, and a reflective journal to gather data. The questionnaire assessed student experiences and challenges with the LMS. The focus group offered deeper insights into their perceptions and needs, while the journal allowed Gabriel to document his reflections on the process. Findings: Students found the LMS useful for receptive skills but lacked sufficient practice in productive skills and vocabulary. They mostly used the LMS only during supervised sessions. The teacher observed that his students required more support to manage the platform effectively, particularly for grammar and vocabulary. Implications: The teacher implemented strategies including brief reviews before LMS sessions, incorporating online forums for productive skills practice, and introducing personalised vocabulary banks. These actions improved student performance and confidence. However, conducting both forums and oral discussions in a single session was found to be overly demanding. Teachers might learn from this example to balance LMS use with supplementary activities that address specific learning gaps and to provide targeted pre- and post-session support.

Keywords (free text)

english as a foreign language, learning management system (LMS), productive skills, language pedagogy, technology integration, student engagement, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/802

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Champion Teachers Mexico: Stories of Exploratory Action Research in Escuelas Normales