The flipped classroom (FC) model has recently gained an increasing interest in higher education. Similarly, Massive Open Online Courses (MOOCs) have attracted international attention in the literature. However, a review of previous studies suggests that although a MOOCbased FC model has often been advocated in theory, it has consistently been disregarded in practice. Therefore, the main significance of this study lies in its implementation of a MOOC-based FC model in an English Language Teaching (ELT) program for pre-service English language teachers for the first time in a Turkish context, and also in the literature. Moreover, the study explores pre-service teachers' perceptions of a MOOC-based FC model and its effects on their academic achievement. In this regard, the study provides an exciting opportunity to advance our knowledge of the MOOC-based FC model in teacher education, especially in the field of ELT. The study took place at a state university in Turkey with 27 pre-service English language teachers in the 2019-2020 academic year. The methodological approach adopted in this study was a mixed-methods research design, benefiting from both quantitative and qualitative data collection techniques. It followed a preexperimental research design, involving the One-Group Pre-test -Posttest Design. A four-week intervention of MOOC-based FC implementation took place between the pre-test and the post-test. Taking the findings of this study into account, some stakeholders, e.g., educators, teacher trainers, policymakers, administrators, and other professionals might consider integrating a MOOC-based FC model into the traditional classroom settings or creating a blended course that incorporates a MOOC into their existing face-to-face programs.
In March 2020, the covid-19 pandemic outbreak forced universities in Turkey to move their educational activities onto online platforms. Massive Open Online Courses (MOOCs) thereupon have gained urgent attention from higher education institutions thanks to their capacity to make educational opportunities accessible to the masses. Similarly, an area of increasing importance recently has been the concept of self-directed learning (SDL) for online learners. The purpose of this study is to find out student teachers' readiness for MOOCs and their learner autonomy development in a MOOC learning environment based on the theoretical models of SDL. Thus, to expand the capacity for teacher professional autonomy, the present research has focused more on autonomy in distance learning. The study is likely to offer valuable insights into the views of teacher educators on being in a better position to assess the concept of learner autonomy in MOOCs for post-covid educational practices.
Language learners around the world have had to switch to an online remote teaching mode almost overnight due to the unprecedented COVID-19 global pandemic. Hence, they may experience higher levels of L2 speaking anxiety in their language learning process related to their use of new technologies in online learning environments. This research study provides by language educators with some practical suggestions to help their EFL learners reduce their L2 speaking anxiety levels by analyzing the challenges of emergency remote teaching and investigating the effects of online debate on pre-service English language teachers’ L2 speaking anxiety. The study pursued a mixed method research design. Two sources of data collection were used to explore the participants’ L2 speaking anxiety levels and their perceptions of online debating, including a quantitative review of students’ speaking anxiety levels before and after the online debate sessions, and an open-response questionnaire. The research population included 33 EFL freshmen students (15 males and 18 females), between the ages of 18 and 21, in ELT department at a state university in Turkey. Based on the quantitative and qualitative findings, some pedagogical implications are proposed in the end.
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