English teaching based-strategy LMS Moodle and Google Classroom: feature of testing and feedback

Teaching English Foreign Language (TEFL) has shifted more complex for developing countries, especially in Indonesia. Pandemic conditions restricted the conventional face-to-face teaching and learning process. A virtual classroom became an alternative to implementing the learning and teaching process. The research investigated and explained the English teaching strategies of electronic testing and feedback in Moodle and Google Classroom, and the qualitative study concentrated on the grounded theory approach and thematic analysis. The entire data was collected by the questioner and survey using purposeful sampling. The study found that the electronic testing was applicable in the Moodle and Google classroom. Moodle could implement various electronic testing for multiple-choice, short answers, essays, true/false statements, and missing words. Contrastingly, the Google classroom platform could be accessible for multiple-choice, short answers, and essays. The continuous implementation was dependent on the English lecturers’ capabilities on these platforms. Feedback features were approachable on both platforms, including formal feedback, formative feedback, and summative feedback. However, giving feedback has a different approach to each characterization on these Moodle and Google Classroom platforms. Google classroom platform was more uncomplicated than Moodle regarding feedback realization. Nonetheless, the versatility of Moodle-feedback was more advance than Google classroom. Each online learning platform had acknowledged a favorable comparison by the respondent, primarily English online pedagogy in Higher Education