Second Language Writing in a MOOC: Affordances and Missed Opportunities.

Autor/inn/en	Gilliland, Betsy; Oyama, Ai; Stacey, Pamela
Titel	Second Language Writing in a MOOC: Affordances and Missed Opportunities.
Quelle	In: Teaching English as a second or foreign language, 22 (2018) 1, 25 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 8; Anmerkungen 2; Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Tagebuch; Digitale Medien; Fremdsprachenunterricht; Englischunterricht; Schreiben; Hochschule
Abstract	MOOCs (massive open online courses) promise higher education to participants who cannot travel to or pay for face-to-face classes. In 2013, a new MOOC introduced second language (L2) learners to concepts of English language academic writing. The authors of this article participated in the course as students and kept a reflective diary, which they analyzed qualitatively from a perspective of multimodal design. They describe the instructional modes present in the course and discuss the ways the course utilized affordances of those modes. The authors argue that while the course design provided linguistic input and fostered interaction among participants, it missed opportunities to utilize some multimodal affordances of the MOOC platform for supporting peer response and developing a learner community, thus limiting students' potential to learn English academic writing. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2