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In the past fifteen years, Web 2.0 social networking technologies have ushered in a new era ofinformation production, distribution and consumption with significant implications forlanguage teaching and learning. An example of such technology is Moodle, which is a learningmanagement system with several useful features that can transform the learning environmentinto a site for interactivity, connectivity and great amounts of extensive learning. With this inmind, the present case study aims to investigate tertiary education students’ acceptance of andengagement in a Moodle-hosted writing course. Using case study methodology, qualitativedata were elicited from 24 semester-two students on the basis of focus group interviewsconstructed in line with Technology Acceptance Model 2. Another source of data is Moodle logreports, which offered a detailed account of students’ contributions and activities in the onlinewriting course. The results showed that almost all the students perceived Moodle as a usefultool for sharing, collaboration and learning. The results also uncovered three differentcategories of students in terms of level of engagement; namely, highly engaged, moderatelyengaged and poorly engaged. The implications of these results for an effective implementationof Moodle are discussed.

Technology-mediated ELT Writing: Acceptance and Engagement in an Online Moodle Course