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Language MOOC

Language MOOCs (Language Massive Open Online Courses, or LMOOCs) are web-based online courses freely accessible for a limited period of time, created for those interested in developing their skills in a foreign language. As Sokolik (2014) [1] states, enrolment is large, free and not restricted to students by age or geographic location. They have to follow the format of a course, i.e., include a syllabus and schedule and offer the guidance of one or several instructors. The MOOCs are not so new, since courses with such characteristics had been available online for quite a lot of time before Dave Cormier coined the term 'MOOC' in 2008.[2] Furthermore, MOOCs are generally regarded as the natural evolution of OERs (open educational resources), which are freely accessible materials used in Education for teaching, learning and assessment.

Although there seem to be very few examples of LMOOCs offered by MOOC providers, authors, such as Martín-Monje & Barcena (2014),[3] argue that these open online courses can be effectively designed to facilitate the development of communicative language competences in potentially massive and highly heterogeneous groups, whose main shared interest is to learn a foreign language. Scholarly research is equally incipient in the field, with only two monographs published to date on the topic.[3][4] These volumes, considered milestones of the emerging field, are based upon work taken from the well-established discipline of CALL (computer-assisted language learning), which has long proven the suitability of TELL (technology-enhanced language learning).[5][6][7][8][9][10]

  1. ^ Sokolik, Maggie (2014). "What constitutes an effective language MOOC?". In Martín-Monje, Elena; Bárcena, Elena (eds.). Language MOOCs: Providing learning, transcending boundaries. Warsaw: de Gruyter Open Poland. pp. 16–32. doi:10.2478/9783110420067.2. ISBN 978-3-11-042006-7.
  2. ^ Siemens, G. (2012). "What is the theory underpinning our MOOCs?". Elearnspace. Archived from the original on 2017-04-29. Retrieved November 10, 2015.
  3. ^ a b Martín-Monje, Elena; Bárcena, Elena, eds. (2014). Language MOOCs: Providing learning, transcending boundaries. Warsaw: de Gruyter Open Poland. doi:10.2478/9783110420067. ISBN 978-3-11-042006-7.
  4. ^ Dixon, E. & Thomas, M. (Eds.). (2015). Researching language learner interactions online: From social media to MOOCs. San Marcos, Texas: Computer Assisted Language Instruction Consortium.
  5. ^ Warschauer M. (1996). Computer Assisted Language Learning: an Introduction. In Fotos S. (ed.) Multimedia language teaching. Tokyo: Logos International: 3-20.
  6. ^ Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Oxford University Press.
  7. ^ Bax, S. (2003). CALL – past, present and future. System 31(1): 13–28.
  8. ^ Hubbard, P. & Levy, M. (Ed.). (2006). Teacher Education in CALL. Philadelphia: John Benjamins.
  9. ^ Levy, M. & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Mahwah, NJ: Lawrence Erlbaum.
  10. ^ Yang, Y. (2010). Computer-Assisted Language Learning Teaching: Theory and Practice. Journal of Language Teaching and Research 1(6): 909-912.

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