Language MOOCs

Abstract

Language MOOCs have gained a lot of interests over the last decade, mainly because of their potential to democratize, even revolutionize language education and to offer best practices in online pedagogy through access to world‐class faculty and resources at low cost. However, in practice LMOOCs have not yet lived up to their full potential. Challenges surfaced from their practical implantation; these challenges relate to MOOCs' suitability for skill‐based learning, their lack of socialization, and their low completion rates. This entry revisits the benefits and challenges that research studies indicated and outlines features that need to be taken into account when implementing LMOOCs. In particular, it focuses on the pedagogical applications of LMOOCs both from the teachers' and from the learners' perspectives. Numerous changes in these two roles are required for LMOOC delivery to be effective, and pedagogical preparation and support are paramount in the success of this model.

Can I MOOC to Catch up? The Effects of Using an LMOOC as a Remedial Tool for EFL Students in Thailand

“…At the less integrated end of the spectrum, language teachers can make their students aware of the language learning opportunities available in LMOOCs and encourage them to explore these LMOOCs at their leisure. A slightly more direct use of this approach is for language teachers to recommend specific LMOOCs that are relevant to the course they are teaching and that students can take in partial completion of the class (Jitpaisarnwattana and Reinders, 2021). In addition, LMOOCs can be made a formal supplement to language courses, either to provide additional opportunities for practice, or to support students who need extra help, as a form of remedial support.…”

“…However, there is also potential for LMOOCs to be used as an integral part of formal education in many language learning settings. Jitpaisarnwattana and Reinders (2021) suggest various ways in which LMOOCs can be integrated into L2 classes. These include recommending that students take LMOOCs that tie in with the face-to-face curriculum, making it part of the class by asking students to study using an LMOOC independently outside of class, while spending class time on discussion and offering personalised learning support, or by using LMOOCs to provide additional support for learners who may be falling behind in class.…”