Use of Moodle LMS-Based Tests for Enhancing Linguistic Competence of Students Majoring in Foreign Language Philology

The purpose of the study is to identify how the speech production component of the linguistic competence, which seems to be a deficiency of using the Moodle LMS in the language training, can be enhanced through the use of the voice-administered language tests. Ten Moodle-based voice-administered language tests were designed, piloted, and employed to influence the stages of speech production component and English language proficiency level both seen as an approach to enhancing the linguistic competence of students majoring in foreign language Philology. The tests assessed the components of linguistic competence such as cohesion and coherence, vocabulary (lexical resource), along with grammar, and accuracy. The course satisfa ction survey was used to study the experimental group students’ perceptions towards the use of voice-administered language tests to develop linguistic competence. It was found that the designed Moodle-based voice-administered language tests could be considered a feasible and reliable option to enhance the linguistic competence in the students majoring in Foreign Language Philology. The tests had influenced the stages of the speech production component and English language proficiency level, in general. They also improve students’ cohesion and coherence, vocabulary (lexical resource), grammar, and accuracy that are seen as components of linguistic competence. Due to the intervention, there was a considerable shift in the EG students’ English vocabulary profile. There was a movement to higher levels of proficiency in the use of vocabulary compared to the CG students whose growth was marginal, mostly in the B1 level. It was also found that the EG students were generally satisfied with the intervention, the design and content of the tests, and the effectiveness of the tests in developing linguistic competence. Moodle-based voice-administered language test influences the stages of speech production component and English language proficiency level, in general, third, to identify what the students’ perceptions were towards the intervention. The novelty of the study is proved by the design and pilot study of ten voice-administered language tests and an instructional approach that uses the Moodle LMS embedded tools to enhance the speech production component of the linguistic competence in students majoring in Foreign Language Philology. The study found that that the designed Moodle-based voice-administered language tests could be considered a feasible and reliable option to enhance linguistic competence. This was supported by the data from the pilot study. T he values for the reliability coefficient of Cronbach’s α were greater than 0.8 and meant ‘good’ and ‘excellent’ reliability. The values for McDonal d’s ω seen as an estimate of the general factor saturation of a test were also greater than 0.8 which also meant ‘good reliability’. Therefore, both coefficients showed that that data were normally distributed. The Mean values suggested that students’ spee ch production was satisfactory and meant that the tests were of sufficient difficulty for the students. The results yielded from the pretest-posttest measurements showed that the EG the students progressed in cohesion and coherence, vocabulary (lexical resource), grammar, and accuracy that were seen as components of linguistic competence. The difference in mean values for the EG students for Test 1 and Test 10 was — 5.97, which was substantial compared to that difference in the CG, 𝑀 𝑑𝑖𝑓 = 0.85. The results of the analysis of EG and CG students’ transcribed responses using the EVP tool showed that there was a considerable shift in the EG students' English vocabulary profile. There was a movement to higher levels of proficiency in the use of vocabulary (A1 was reduced by 7.3%, A2 was reduced by 10.27%, while B1 increased by 11.82%, B2 increased by 5.15%, C1 rose by 4.00 and C2 increased by 3.06%) compared to the CG students whose growth was marginal, whose growth was marginal, mostly in B1 level with an increase of 5.31%. The training based on the voice-administered language tests also helped students improve the cohesion and coherence of their spoken language. It was also found that the EG students were generally satisfied with the intervention, the design and content of the tests, and the effectiveness of the tests in developing linguistic competence. Their answers also indicated they considered their experience of participation in the tests-based intervention as positive. The study contributed to previous research in terms of the development of the pre- service teachers’ methodological competence and creating a convenient multitool learning environment for both teachers and students.


Introduction
Enhancement of linguistic competence in those tertiary students, who are supposed to be information professionals, seems a debatable theoretical and practical problem (Tarango & Machin-Mastromatteo, 2017). This debate is driven by both limited and holistic views on the notion of 'communicative competence' that comprises linguistic, sociolinguistic, discourse, and strategic competences. From the perspective of the advocates of a limited view, linguistic competence is interpreted as the knowledge of grammar and vocabulary. From the holistic view, the above four competences are seen as indiscrete elements because the vocabulary and grammar can only be used appropriately in the situational context (Berns, 2019;Nordquist, 2019). Apart from those views, Castillo (2016) In literature, the notion of linguistic competence is associated with two domains such as language -in some sources, it is the knowledge of grammar, written language along with their sociocultural contexts -and ability to use it adequately for oral and written discussions (Tarango & Machin-Mastromatteo, 2017). The term 'linguistic competence' is also used as a synonym to the communicative competence that is seen as language rule-governed behaviour determined by the use of those rules in certain contexts (Abdulrahman & Abu-Ayyash, 2019). According to the concept of '21 st Century Skills and Competences', linguistic competence is defined within the context of three dimensions such as information, communication, and social-related (Ananiadou & Claro, 2009). In language teaching, linguistic competence is associated with three components such as cohesion and coherence, vocabulary (lexical resource), accompanied by grammar, and accuracy (Abdulrahman & Abu-Ayyash, 2019;Varpe, 2013).
In terms of training, linguistic competence is supposed to be fostered as a transversal, multipurpose, and cross-culture phenomenon (Reyzá bal, 2012). However, a common belief was found that a face-to-face learning environment best suits the development of communicative competence (Truong, 2021). It suggested that the foreign language-majored students were insufficiently trained through the use of computer-assisted learning during the pandemic. It also implied that there is a need for boosting the instructional capacity of the Moodle LMS in fostering linguistic competence in tertiary students majoring in Foreign Philology.

Linguistic Competence and Moodle LMS
Research in the field of language training showed that Moodle is mostly used to facilitate the development of the students' reading comprehension, writing, and use of language and grammar skills (Bataineh & Mayyas, 2017). The use of the Moodle "Reader" plug-in module proved to be effective in developing extensive reading skills and boosting vocabulary (Alavi & Keyvanshekouh, 2012;Chavangklang et al., 2019). The use of the Moodle LMS was also found effective for teaching writing skills of tertiary students. Those skills are trained using Moodle quizzes and collaborative writing tasks assigned and assessed via Moodle. These benefit students by raising their awareness of language forms and constructing their knowledge of the language through cooperative learning (Fernando, 2020;Zhang & Zhu, 2018). The study of best practices of teaching grammar using Moodle LMS found that the TPaCK (Technological Pedagogical Content Knowledge) teaching model seems effective. This model integrates technological knowledge, pedagogical knowledge, and content knowledge. In terms of teaching grammar using Moodle, the model relies on designing the dichotomic questions followed by multiple-choice grammar questions so that the students answer them step-by-step (Plomteux, 2017). The Moodle plugin embeds to design gamified courses such game elements as leaderboard, avatar, and game progress are also increase the effectiveness of the online foreign language classes, in general (Gachkova & Somova, 2020). Although different tools of the Moodle LMS are applied to develop certain elements of linguistic competence in tertiary students, the study did not find the revealed best practice of the use of Moodle to enhance the linguistic competence in tertiary students majoring in Foreign Philology, specifically its speech production component seen as a sequence of four stages such as conceptualisation, formulation, articulation, and self-monitoring (Coffman, 2021). Therefore, the purpose of the study is to identify how the speech production component of the linguistic competence, which seems to be a deficiency of using the Moodle LMS in the language training, can be enhanced through the use of the voice-administered language tests.
The research questions were formulated as follows: a) to identify whether the designed Moodle-based voice-administered language test was a feasible and reliable option. b) to identify how the designed Moodle-based voice-administered language test influences the stages of speech production component and English language proficiency level, in general. c) to identify what the students' perceptions were towards the intervention.

Methodology
Ten Moodle-based voice-administered language tests were designed, piloted, and employed to influence the stages of speech production component and English language proficiency level both seen as an approach to enhancing the linguistic competence of students majoring in foreign language Philology. The tests assessed the components of linguistic competence such as cohesion and coherence, vocabulary (lexical resource), along with grammar, and accuracy (Abdulrahman & Abu-Ayyash, 2019;Varpe, 2013). The course satisfaction survey was used to study the experimental group students' perceptions towards the use of voice-administered language tests to develop linguistic competence.

Research Design
The research was descriptive. It was designed as a flow of four phases such as, first, the language test design and validation (pilot study), second, the intervention using the quasi-experiment that combines the non-equivalent group and the pretest-posttest designs, third, the course satisfaction survey, and fourth, data analysing phase. The reason for choosing the combined type of quasi-experimental intervention was that it requires administering the pre-test and post-test in both the experimental group (EG) and control group (CG), and the EG students receive treatment, while the CG students do not (Price et al., 2015).

Technical and Instructional Description of the Test
Technically, the Moodle-based voice-administered language test relied on the use of RecordRTC software which is a feature in the Atto editor Moodle plugin (Federico, 2020). Upon completion, the recordingwhich is virtually the answer to a test questionwas embedded by the student in the text area directly they are currently editing. To do this, they were expected to be assigned the course creator role (or any other role with editing capabilities) in the system beforehand. Concerning assessment, the students could score 25 grades per test. In the pilot phase, the students' answers were assessed by twenty volunteering English Language teachers from the above universities (1 test per two teachers) who used a checklist (Appendix A). Overall, 10 tests were designed and piloted. In the intervention phase, the experimental group students were assessed by the research team members who used both assessment criteria and the Text Inspector online tool (Weblingua Limited & Cambridge University Press, 2021).

Figure 1. Illustration of the Voice-Administered Language Test
The demo test is presented in Appendix C.
The recorded data were transcribed and analysed using the Text Inspector project, specifically, utilising the listening analysis option that the software tool provides because listening seems to be the most relevant to speaking (Weblingua Limited & Cambridge University Press, 2021).

Sample
A random sampling method was employed in the pilot study. It involved 267 students of 5 universities in Ukraine that train students majoring in foreign languages (Philology). These universities were as follows: the National University of Life and Environmental Sciences of Ukraine (NULESU), Borys Grinchenko Kyiv University (BGKU), Vinnytsia State Pedagogical University (VSPU), Bohdan Khmelnytsky National University of Cherkasy (BKNUC), and Ternopil Volodymyr Hnatiuk National Pedagogical University (TVHNPU). The key requirement for the participants in the pilot study was their grade point average (GPA) which was expected to be greater than 3.00. This score meant sufficient academic efficiency.
The convenience sampling method was used to hire 32 students (23 females aged 20-22 and 9 males aged 21-23) majoring in Foreign Language Philology at Borys Grinchenko Kyiv University (BGKU). These students formed the experimental and control groups each consisting of 16 students. The sample size was decided to be 16 students because the processing of tests was time and effort-consuming though the software was used. Both groups were considered mutually homogeneous because students majored in the same specialism and represented the same institution.

Instruments
Ten piloted voice-administered language tests, the Text Inspector project (Weblingua Limited & Cambridge University Press, 2021), and the course satisfaction questionnaire were used as instruments for the study. The jamovi project (2021) computer software (Version 1.6) was used to process the statistical data yielded from the pilot study, intervention, and survey.

The Voice-Administered Language Test
Each test included 10 questions and each test consisted of an image of either a process, or illustration of a story, or an infographic-based explanation of some specialism-related concept (Language/Philology). The tests used the adopted photocopiable resources from Cunningham and Moor's (2005) Cutting Edge: Intermediate. Teachers' book.

The Text Inspector Project
The EVP (English Vocabulary Profile) tool and Metadiscourse markers tool for the Text Inspector were used to analyse the transcribed EG students' answers. Following that, the results were consolidated and analysed.

The Course Satisfaction Online Survey Questionnaire
The survey included 4 questions that covered the students' overall satisfaction, their satisfaction with the design of the tests and content, and their satisfaction with the effectiveness of the tests in developing linguistic competence. It used a 7-point Likert satisfaction scale. The values ranged from 1 meaning "Extremely dissatisfied" to 7 meaning "Extremely Satisfied".

Questions
1. How do you rate your satisfaction with the voice-administered language tests used to develop your linguistic competence?
2. How do you rate the design of the tests?
3. How do you rate the content of the tests? 4. How do you rate the change brought by tests to your spoken cohesion and coherence, vocabulary (lexical resource), along with grammar, and accuracy?

Results
The findings that were obtained through the use of the purposefully designed voice-administered language tests, showed that the latter had enhanced the linguistic competence and specifically, the speech production component and English language proficiency level, in general. The tests also addressed the issues related to the limit of instructional tools that can be used via the Moodle LMS to develop the speech production component of linguistic competence. The students were also satisfied with the design of the tests and content, and the effectiveness of the tests, in general.
To respond to the first research question, which was to identify whether the designed Moodle-based voice-administered language test was a feasible and reliable option, the tests were administered to the random sample in the pilot study. The assessment results of the students' answers -Test Reliability Statisticsassessed by the teachers are presented in Table 1. As can be seen in Table 1, the values for the reliability coefficient of Cronbach's α were greater than 0.8 and meant 'good' and 'excellent' reliability (Glen, 2021). The values for McDonald's ω seen as an estimate of the general factor saturation of a test were also greater than 0.8 which also meant 'good reliability' (Dunn et al., 2013). Thus, both coefficients showed that that data were normally distributed. The Mean values suggest that students' speech production was satisfactory and meant that the tests were of sufficient difficulty for the students. The above data implied that the designed Moodle-based voice-administered language tests could be considered a feasible and reliable option to enhance linguistic competence.

Pretest-Posttest Results Yielded from the Intervention
In the EG, Tests 1 and 2 were used as the pre-tests while Tests 3 to 10 were employed as post-tests. In the CG, Test 1 was used as the pre-test and Test 10 as a posttest. The descriptive statistics drawn from the test-based measurements are presented in Table 2. ISSN 1927-2677E-ISSN 1927-2685  The mean values in Table 2 implied that the EG the students progressed in cohesion and coherence, vocabulary (lexical resource), grammar, and accuracy that were seen as components of linguistic competence. The difference in mean values for the EG students for Test 1 and Test 10 was -5.97, which was substantial compared to that difference in the CG, = 0.85. The results of the analysis of EG and CG students' transcribed responses using the EVP tool are presented in Figure 2.
The results presented in Figure 2 showed that there was a considerable shift in the EG students' English vocabulary profile. There was a movement to higher levels of proficiency in the use of vocabulary (A1 was reduced by 7.3%, A2 was reduced by 10.27%, while B1 increased by 11.82%, B2 increased by 5.15%, C1 rose by 4.00 and C2 increased by 3.06%) compared to the CG students whose growth was marginal, mostly in B1 level with an increase of 5.31%.

Figure 2. The Results of the Analysis of EG and CG Students' Responses Using the EVP Tool
The analysis based on the use of the Metadiscourse markers tool for the Text Inspector also showed improvement in cohesion and coherence of their spoken language (see Figure 3)  The findings presented in Figure 3 also proved that the EG students improved the logic of their speech production. After the intervention, they used a greater proportion of the code glosses, endophorics, attitude markers, evidentials, and frame markers compared to the results of the CG students.

Course Satisfaction Online Survey
Seven randomly selected students from the experimental group were sent the online survey questionnaire to complete. The data yielded from the survey are presented in Table 3. As can be noted in Table 3, the values for the Mean are screwed right. This indicated that the EG students were generally satisfied with the intervention, the design and content of the tests, and the effectiveness of the tests in developing linguistic competence. Their answers also indicated they considered their experience of participation in the tests-based intervention as positive.
Overall, the above data implied that the use of the voice-administered language tests influenced positively the speech production component of the linguistic competence, which seemed to be a deficiency of using the Moodle LMS in the language training.

Discussion
The study aimed to address three research questions as first, to identify whether the designed Moodle-based voice-administered language test was a feasible and reliable option, second, to identify how the designed Moodle-based voice-administered language test influences the stages of speech production component and English language proficiency level, in general, third, to identify what the students' perceptions were towards the intervention. The novelty of the study is proved by the design and pilot study of ten voice-administered language tests and an instructional approach that uses the Moodle LMS embedded tools to enhance the speech production component of the linguistic competence in students majoring in Foreign Language Philology.
The study found that that the designed Moodle-based voice-administered language tests could be considered a feasible and reliable option to enhance linguistic competence. This was supported by the data from the pilot study.
The values for the reliability coefficient of Cronbach's α were greater than 0.8 and meant 'good' and 'excellent' reliability. The values for McDonald's ω seen as an estimate of the general factor saturation of a test were also greater than 0.8 which also meant 'good reliability'. Therefore, both coefficients showed that that data were normally distributed. The Mean values suggested that students' speech production was satisfactory and meant that the tests were of sufficient difficulty for the students. The results yielded from the pretest-posttest measurements showed that the EG the students progressed in cohesion and coherence, vocabulary (lexical resource), grammar, and accuracy that were seen as components of linguistic competence. The difference in mean values for the EG students for Test 1 and Test 10 was -5.97, which was substantial compared to that difference in the CG, = 0.85. The results of the analysis of EG and CG students' transcribed responses using the EVP tool showed that there was a considerable shift in the EG students' English vocabulary profile. There was a movement to higher levels of proficiency in the use of vocabulary (A1 was reduced by 7.3%, A2 was reduced by 10.27%, while B1 increased by 11.82%, B2 increased by 5.15%, C1 rose by 4.00 and C2 increased by 3.06%) compared to the CG students whose growth was marginal, mostly in B1 level with an increase of 5.31%. The analysis based on the use of the Metadiscourse markers tool for the Text Inspector also showed improvement in cohesion and coherence of their spoken language. The data yielded from the course satisfaction survey (the Mean values) screwed right. This indicated that the EG students were generally satisfied with the intervention, the design and content of the tests, and the effectiveness of the tests in developing linguistic competence. Their answers also indicated they considered their experience of participation in the tests-based intervention as positive.
The findings agree with previous research. These go in line with Castillo (2016) who states that linguistic competence shows itself in speaking or the activity of speaking and is related to reality. Given the above, the competence is supposed to be trained through performing a speech act. The study develops findings of Maiier and Ustymenko (2018) in terms of the development of the pre-service teachers' methodological competence which is practically important for the students majoring in Foreign Language Philology. It agrees with Shalatska et al. (2020), who found that Moodle LMS can serve a dual purpose, first, for the in-class language teaching and second, for the distant self-studying. It can provide a convenient multitool learning environment for both teachers and students.

Conclusion
The designed Moodle-based voice-administered language tests could be considered a feasible and reliable option to enhance the linguistic competence in the students majoring in Foreign Language Philology. The tests were found to influence the stages of the speech production component and English language proficiency level, in general. They also improve students' cohesion and coherence, vocabulary (lexical resource), grammar, and accuracy are seen as components of linguistic competence. This was proved by the difference in mean values for the EG students for Test 1 and Test 10 which was much greater compared to that difference in the CG. Due to the intervention, there was a considerable shift in the EG students' English vocabulary profile. There was a movement to higher levels of proficiency in the use of vocabulary (A1 was reduced by 7.3%, A2 was reduced by 10.27%, while B1 increased by 11.82%, B2 increased by 5.15%, C1 rose by 4.00 and C2 increased by 3.06%) compared to the CG students whose growth was marginal, mostly in B1 level with an increase of 5.31%. The training based on the voice-administered language tests also helped students improve the cohesion and coherence of their spoken language. It was also found that the EG students were generally satisfied with the intervention, the design and content of the tests, and the effectiveness of the tests in developing linguistic competence. Their answers also indicated they considered their experience of participation in the tests-based intervention as positive. The study contributed to previous research in terms of the development of the pre-service teachers' methodological competence and creating a convenient multitool learning environment for both teachers and students.

Recommendations
The practitioners are expected to train the students to use the RecordRTC software and to deal with the students' hesitance in speaking and recording themselves simultaneously. The students need encouragement from the teachers to deal with their nerves.

Limitations of the Study
There were specified two limitations to the study such as the convenience sampling method and quasi-experimental research design because they are found to be vulnerable to selection bias (Grabbe, 2015;Saunders et al., 2012). However, these were used in the study because they required a targeted approach to sampling and research design.
of Language and Communication, 9(2), 113-140. Zhang, W., & Zhu, C. (2018). Comparing learning outcomes of blended learning and traditional face-to-face learning of university students in ESL courses. International Journal on E-Learning, 17 (2) A student uses insufficient and irrelevant vocabulary.
The occurrence of frequent errors causes misunderstanding.
8 -12 Shows fluency using simple speech, but avoids complex language structures that cause fluency problems. Uses few liking words and signposts.
A student often uses limitted and irrelevant vocabulary.
The occurrence of errors sometimes causes misleading.
13 -20 Often demonstrates confidence in using complex language structures. Uses a range of liking words, signposts, and discourse markers flexibly.
Uses a wide range of relevant vocabulary.
Uses paraphrase relatively.
The occurrence of errors does not cause misleading. A student uses self-correction.

-25
Speaks fluently though rarely repeating some structures or using self-correction.
Develops the topic coherently using fully appropriate cohesive features.
Uses precisely, naturally, and accurately idiomatic expressions.
Delivers a 'native speaker-like speech'.
Language structures are consistent and accurate.
Question 4. Use the prompts to predict life in the 2030s. Explain orally how this can be achieved. Record your answer.
Question 5. Use the prompts to predict life in the 2030s. Explain orally how this can be achieved. Record your answer.
Question 6. Read the description of the situation that takes place in Shelbyville. Imagine that you are head of the local council and you are going to participate in the debate.
Your position relies on the below: Unemployment is high in Shelbyville, and you have been trying to attract investment from outside the town for years. You are therefore in favour of the plan for the following reasons: •

More jobs (what kind?)
• Attract people from nearby towns (benefit to Shelbyville?) • Convenient (who for?) •

Supasaver will pay local taxes (what could spend money on?)
•

Any other benefits you can think of
These are some arguments against the plan. Think how you can argue against them: • Near the school

Increased traffic and pollution
• South Park is the only park in the town and is popular with local residents

In the 2030s:
Robotsdo all the housework?
Peoplestill shop in supermarkets?
Peoplehave videophones in their homes?
Carsuse water instead of patrol?
Your ideas about life in 2030s.

FAMILIES AND CHILDREN
In the 2030s: Peoplehave smaller families?
Parentsbe able to choose the colour of their baby's eyes?
Parents -be able to choose their baby's IQ?
A lot more peoplelive to be over 100 years old?
Menbe able to have babies?
Governmentsmake laws about how many children you can have?
Your ideas about life in 2030s. •

Other businesses in the town will suffer
Question 7. Read the story below and orally suggest the different parts you are asked to. Record your answer.

Supasaver development to be debated today
The future of Shelbyville's proposed new supermarket will be decided today during a meeting at the Town Hall. The plan to build a Supasaver in South Park has caused a great deal of discussion since it was announced two month ago. Supporters of the project claim that it will lead to more jobs and greater choice, while opponents say that South Park is important to the town, and that a supermarket will be bad for other businesses in the area.
The meeting will be chaired by the head of the Town Planning Committee, and representatives from both sides of the local community will also be attending. With supporters and opponents of the plan both feeling confident of victory, there is sure to be a lively debate in the Town Hall this afternoon. ISSN 1927-2677E-ISSN 1927-2685 4. of the craft. Eyes-witnesses described them as short and said their clothes was made 5. of metal and their hairs was bright green. Strangely, one of them appeared to be 6. wearing a jean. Much people said that they seemed to be friendly. The President of the 7. United States is currently holding a meeting with the visitors in the hope that we can 8. exchange knowledge. Police advice are to say indoors and under no circumstances 9. approach the spaceship. We will be back with another news as soon as we can. And 10. now, back to your usual programme, Gardening for Begginers.'

Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).