MOOCs have been frequently applied as an effective approach to language education, especially when they can support self-regulated learning. However, few studies have discussed the supportiveness of using MOOCs for language education (i.e. language MOOCs) on the market for self-regulated learning. This study therefore presents a review of 78 commercial language MOOCs on the market, focusing on the supportive MOOC features for self-regulated learning. From this review, we identify that language MOOCs can support self-regulated learning by pre- and post-course surveys, frequently asked questions, information about instructors, follow-up questions, previews, summaries, discussion forums, social networking, learning progress bars, system-generated emails, multimedia supplementary learning materials, instructional games, wiki-based collaborative writing activities, as well as quizzes and final exams graded by peers and instructors. This study also discusses the implications of the results for the practitioners, designers and researchers of language MOOCs.
|Number of pages||26|
|Journal||International Journal of Mobile Learning and Organisation|
|Early online date||9 Jun 2022|
|Publication status||Published - Jun 2022|
Bibliographical noteFunding Information:
Gary Cheng is an Associate Professor in the Department of Mathematics and Information Technology at The Education University of Hong Kong (EdUHK). He has been involved in research projects funded by EdUHK and the Research Grant Council of Hong Kong on a range of topics mainly related to technology enhanced learning. His research interests include but are not limited to: information technology supported L2 learning, ePortfolio-mediated learning, computer programming education, online learning management system, e-assessment and learning analytics.
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- computer-assisted language learning
- distant learning
- language learning
- mobile-based language learning
- self-regulated learning
- technology-enhanced learning