Android-Based CBT Moodle as a Mobile-Assisted Language Learning Ecosystem

Abstract

This study examined the relationship between the use of an Android-based Moodle Computer-Based Testing (CBT) application and the English learning motivation of adolescent learners enrolled in a private English course. A quantitative one-group pretest–posttest design with correlational analysis was conducted involving 23 intermediate-level students at ZPrivateClass, Cirebon Regency, Indonesia. Data were collected through a motivation questionnaire, classroom observation, interviews, and documentation, and analyzed using descriptive statistics and Pearson's product-moment correlation in SPSS 23. The results revealed a significant positive relationship between Android-based CBT Moodle use and students' learning motivation (r = .742, p < .05). Mean motivation scores increased from 61.43 in the pretest to 78.26 in the posttest, representing a 27.38% improvement. These findings indicate that the Android-based CBT Moodle environment promoted a more flexible, interactive, and learner-centered learning experience that enhanced learner autonomy, engagement, active participation, and confidence in learning English. Because the study involved only one group of 23 students without a control group, the findings should be interpreted as associative rather than causal, with limited generalizability. The study's novelty lies in conceptualizing Android-based CBT Moodle as an integrated Mobile-Assisted Language Learning (MALL) ecosystem combining content delivery, digital assessment, automated feedback, and learning monitoring within a single mobile platform. The findings contribute to digital language learning research and provide practical guidance for language teachers, schools, and researchers in designing smartphone-based instruction that strengthens students' motivation, engagement, learner autonomy, and digital literacy in English language learning contexts.