9 Teaching Pronunciation and Comprehensibility in a Language MOOC

Rubio, Fernando

doi:10.2478/9783110420067.9

Cited by 18 publications

(23 citation statements)

References 16 publications

(21 reference statements)

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“…In line with Rubio (2014), the data analysed indicates that LMOOC learners have positive attitudes towards this type of (spoken) language learning environment. By the end of the course, participants present higher self-efficacy beliefs in terms of speaking competence.…”

Section: Resultssupporting

confidence: 71%

Foreign language anxiety on a massive open online language course

Bárkányi¹,

Melchor-Couto²

2017

CALL in a Climate of Change: Adapting to Turbulent Global Conditions – Short Papers From EUROCALL 2017

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The Open University's repository of research publications and other research outputs Foreign language anxiety on a massive open online language course Book Section How to cite: Barkanyi, Zsuzsanna and Melchor-Couto, Sabela (2017). Foreign language anxiety on a massive open online language course. In: Borthwick" Kate; Bradley, Linda and Thouësny, Sylvie eds. CALL in a climate of change: adapting to turbulent global conditions-short papers from EUROCALL 2017. Research-publishing.net, pp. 24-29. For guidance on citations see FAQs.

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Section: Resultssupporting

confidence: 71%

Foreign language anxiety on a massive open online language course

Bárkányi¹,

Melchor-Couto²

2017

CALL in a Climate of Change: Adapting to Turbulent Global Conditions – Short Papers From EUROCALL 2017

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“…Colvin et al [ 35 ] compared learning gains measured in their MOOC with learning gains in traditional settings; they found evidence of learning in the MOOC, in which scores were slightly higher than typical for a comparable lecture-based course but significantly lower than those seen in other courses with an “interactive engagement” component. In a finding that appears counter to the above, Rubio [ 38 ] found that improvement in language comprehensibility was greater in a MOOC compared to a face-to-face course. Finally, in their review, Rowe et al [ 17 ] looked specifically at the effectiveness of MOOCs in health professions education; they concluded that it cannot be said that MOOCs “enhance student learning” despite the proliferation of MOOCs and the “hype” about their potential.…”

Section: Discussionmentioning

confidence: 92%

“…We found several examples of skill outcomes, including self-assessed preparedness (readiness for online education) [ 37 ] and improvement in Spanish language pronunciation and comprehensibility measured by pre-MOOC and post-MOOC assessments [ 38 ]. Further, participants in a library and information science MOOC were asked “What did you gain most from taking part in the MOOC?” Their responses included “Students gained new technological skills through their learning experience ” [ 39 ].…”

Section: Resultsmentioning

confidence: 99%

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

Blum¹,

Stenfors²,

Palmgren³

2020

J Med Internet Res

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Background Massive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners’ assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners’ perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs. Objective As MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs. Methods To explore MOOC learners’ outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis. Results Our analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined. Conclusions Our findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.

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“…The results of the LMOOC also had some theoretical implications on the dichotomy between implicit and explicit learning. As suggested in many works such as Rossetti and Revonsuo (2000), Sun, Slusarz and Terry (2005), or Latinjak (2014), among others, the combination of the two approaches is highly beneficial for students of foreign languages, and in particular of pronunciation (see Rubio 2014). In the regular university courses, English pronunciation is mainly taught following a formal, explicit approach.…”

Section: Discussionmentioning

confidence: 99%

The Role of a Pronunciation LMOOC in Higher Education Studies

Estebas-Vilaplana¹,

Solans

2020

Journal of Interactive Media in Education

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This paper examines the creation and running of the Language MOOC (LMOOC) "The Acquisition of English Pronunciation through Songs and Literary Texts" (1 st ed.) and its effects on the proficiency rates of English pronunciation of a group of Spanish speakers registered in the Degree in English Studies offered at the Distance Learning University in Spain (UNED). The LMOOC included a new approach to phonetics teaching and learning based on the stress and rhythmic patterns of literary and music forms. It was offered as voluntary, complementary material to the 640 students registered on the second-year compulsory course on English Pronunciation. The results of a final oral exam showed that the students who took the LMOOC did much better in their oral production than those who only worked with the regular course materials. The LMOOC allowed us to investigate a reversed methodology to phonetics teaching, from rhythmic patterns to sounds, which proved to be highly beneficial to the students of higher education programs with a relevant impact on their pronunciation competences and skills. These findings also suggested that using an implicit methodology to phonetics teaching based on poems and songs is a good complement to explicit learning.

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9 Teaching Pronunciation and Comprehensibility in a Language MOOC

Cited by 18 publications

References 16 publications

Foreign language anxiety on a massive open online language course

Foreign language anxiety on a massive open online language course

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

The Role of a Pronunciation LMOOC in Higher Education Studies

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