English Language MOOCs in China: Learners' Perspective

Autor/inn/en	Ding, Yan; Shen, Hui-zhong
Titel	English Language MOOCs in China: Learners' Perspective
Quelle	In: The EUROCALL Review, 28 (2020) 2, S.13-22 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1695-2618
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Student Attitudes; Large Group Instruction; Online Courses; Educational Technology; Video Technology; Teacher Competencies; Program Effectiveness; Evaluation Methods; Assignments; Educational Environment; Group Discussion; Curriculum Design; Teaching Methods; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Online course; Online-Kurs; Unterrichtsmedien; Lehrkunst; Assignment; Auftrag; Zuweisung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gruppendiskussion; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In the wake of rapid development of Language MOOCs (LMOOCs), numerous studies have proposed principles and guidelines to inform curriculum design. Very few of them have, however, reported on learners' views. This study aims to contribute to this line of research by bringing in a learners' perspective. It is based on a content analysis of 3,510 learner reviews on 41 English LMOOCs offered by a national MOOC provider in China. It focuses on Chinese EFL learners' views of LMOOCs. The results indicate that their views pertain mainly to seven categories: (1) content design of course videos, (2) presentation design of course videos, (3) MOOC program instructors, (4) assessments and assignments, (5) course settings, (6) forum discussions, and (7) technological environment, of which the first three are of the most importance to the learners. It is argued that Chinese EFL learners' perception of English LMOOCs might be rooted in their engagement pattern with the courses, their perceptions of the role of teachers, the design of existing English LMOOCs, and a preference for the traditional way of foreign language teaching and learning they are acquainted with before engaging with the LMOOCs. The context-specific evidence could be used as an empirical base to guide future design of LMOOCs for foreign language learning in China. (As Provided).
Anmerkungen	European Association for Computer-Assisted Language Learning (EUROCALL). EUROCALL Headquarters, School of Modern Languages, University of Ulster, Cromore Road, Coleraine BT52 1SA, Northern Ireland, UK. Tel: +34-67-943-1283; Web site: http://www.eurocall-languages.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01