Students' Engagement and Learning Process in Non-Language Focused MOOCs for EFL Purpose

DOI

10.2991/iceemr-17.2017.31How to use a DOI?

Keywords

EFL, MOOC, Ethnography, Qualitative Research, Language Learning

Abstract

This study, under the theoretical framework of the Carroll model of school learning, aims to explore students' engagement and learning process in blended EFL context with non-language focused MOOCs as learning materials with ethnography study as the research method. 75 students were asked to participate in a three-month Coursera non-language course, besides originally planned lessons in college English class. Two of participants were purposefully selected for interview after completion of the online course, and their documents, assignments, projects, journals, chatting log were also collected for this qualitative research. The findings are positive: Certain non-EFL Coursera course is able to improve student's sense of English, and the experience can be considered useful supplement to training for English tests. Traditional teachers as well as MOOC providers may offer more instructions including time management, enhancement of willpower so that students will be more comfortable in getting used to the new paradigm.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Zhen Yuan
AU  - Hongxing Xiang
PY  - 2017/05
DA  - 2017/05
TI  - Students' Engagement and Learning Process in Non-Language Focused MOOCs for EFL Purpose
BT  - Proceedings of the 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017)
PB  - Atlantis Press
SP  - 123
EP  - 125
SN  - 2352-5398
UR  - https://doi.org/10.2991/iceemr-17.2017.31
DO  - 10.2991/iceemr-17.2017.31
ID  - Yuan2017/05
ER  -