Abstract

This study investigates university students’ evaluation of a newly implemented Online Self-study English Course delivered via the Moodle platform. It aims to explore learners’ perceptions, experiences, and suggestions regarding the course structure and content. Data were collected through two distinct questionnaires: one administered online and the other conducted in the classroom. Both instruments included multiple-choice questions and open-ended prompts, designed to collect both quantitative and qualitative insights from participants. This dual approach facilitates a comprehensive analysis of students’ responses and provides a nuanced understanding of their experiences. By examining this feedback, the study seeks to generate insights that can inform and improve pedagogical practices in English language instruction, especially within technology-mediated, autonomous learning environments.

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