Research on ESP Teaching in Post MOOC Applied Universities Based on SPOC Model

Abstract

Following the development of globalization, various industries not only in their own country, but also in the whole world, the relationship between peers is closer, the scale of technology exchange, experience exchange, research results exchange is gradually expanding, the gap of applied English talents is increasing, and more demands are put forward for the training and teaching of specialized English skilled personnel. Under the vigorous expansion situation of MOOC and SPOC, this paper introduces the concepts and processes of MOOC and SPOC, and discusses the relationship between them and their respective characteristics and advantages. The author finds that it is this post-MOOC era that provides a rich approach and a new platform for ESP teaching experiments in colleges and universities.

The effectiveness of MOOCs in ESP for technical students: A Kazakhstan case study

“…Their background includes the movement toward open educational resources and pioneering initiatives in distance education with digital technology (Berrocoso et al, 2020, p.51). Kang (2019) showed that MOOCs involve a wide range of learning groups, while SPOCs and their specific requirements for a particular ESP level are for small groups. A combination of MOOCs and SPOCs contributes to the development and innovation in teaching professional foreign languages (Kang, 2019).…”

“…Kang (2019) showed that MOOCs involve a wide range of learning groups, while SPOCs and their specific requirements for a particular ESP level are for small groups. A combination of MOOCs and SPOCs contributes to the development and innovation in teaching professional foreign languages (Kang, 2019). According to Datsun (2019, p.162), student motivation and satisfaction with the educational process were increased by SPOCs in European universities.…”