References
- 1Appel, C and Pujolà, J. 2021. Designing speaking interaction in LMOOCs: An eTandem approach. ReCALL, 33(2): 161–176. DOI: 10.1017/S0958344021000045
- 2Barcena, E and Martin-Monje, E. 2014.
Language MOOCs: An emerging field . In: Martin-Monje, E and Barcena, E (eds.), Language MOOCs: Providing learning, transcending boundaries. Berlin: De Gruyter Open. pp. 1–10. DOI: 10.2478/9783110420067.1 - 3Beaven, T, Codreanu, T and Creuze, A. 2014.
Motivation in a language MOOC: Issues for course designers . In: Martin-Monje, E and Barcena, E (eds.), Language MOOCs: Providing learning, transcending boundaries. Berlin: De Gruyter Open. pp. 48–64. DOI: 10.2478/9783110420067.4 - 4Castrillo, MD. 2014.
Language teaching in MOOCs: The integral role of the instructor . In: Martin-Monje, E and Barcena, E (eds.), Language MOOCs: Providing learning, transcending boundaries. Berlin: De Gruyter Open. pp. 48–64. - 5Class Central. 2024. Available at
https://www.classcentral.com/subject/foreign-language (Last accessed 23 January 2023). - 6Friðriksdóttir, K. 2018. The impact of different modalities on student retention and overall engagement patterns in open online courses. Computer Assisted Language Learning, 31(1): 53–71. DOI: 10.1080/09588221.2017.1381129
- 7Friðriksdóttir, K. 2021. The effect of content-related and external factors on student retention in LMOOCs. ReCALL, 33(2): 128–142. DOI: 10.1017/S0958344021000069
- 8Godwin-Jones, R. 2014. Global reach and local practice: The promise of MOOCS. Language Learning & Technology, 18(3): 5–15.
- 9Hill, P. 2012. Online educational delivery models: A descriptive view. Educause Review Online, 84–97.
- 10Hsu, L. 2021. What makes good LMOOCs for EFL learners? Learners’ personal characteristics and information system success model. Computer Assisted Language Learning, 1–25. DOI: 10.1080/09588221.2021.1899243
- 11Jitpaisarnwattana, N and Chalmers, H. 2022. Can I MOOC to catch up? The effects of using an LMOOC as a remedial tool for EFL students in Thailand. English Language Teaching, 15(1). DOI: 10.5539/elt.v15n1p37
- 12Jitpaisarnwattana, N and Reinders, H. 2021.
Language MOOCs . In: Liontas, L (ed.), The TESOL encyclopedia of English language teaching. Wiley. DOI: 10.1002/9781118784235.eelt0999 - 13Jitpaisarnwattana, N, Reinders, H and Darasawang, P. 2019. Language MOOCs: An expanding field. Technology in Language Teaching & Learning, 1(1): 21–32. DOI: 10.29140/tltl.v1n1.142
- 14Jitpaisarnwattana, N, Reinders, H and Darasawang, P. 2021. Learners’ perspectives on interaction in a Language MOOC. JALTCALL Journal, 17(2): 158–182. DOI: 10.29140/jaltcall.v17n2.472
- 15Lin, C and Zhang, Y. 2014. MOOCs and Chinese language education. Journal of Technology and Chinese Language Teaching, 5(2): 49–65. DOI: 10.1080/09588221.2019.1567557
- 16Luo, B. 2020. The influence of teaching learning techniques on students’ long-term learning behavior. Computer Assisted Language Learning, 33(4): 388–412.
- 17Martin-Monje, E, Castrillo, MD and Mañana-Rodriguez, J. 2018. Understanding online interaction in language MOOCs through learning analytics. Computer Assisted Language Learning, 31(3): 251–272. DOI: 10.1080/09588221.2017.1378237X
- 18Pappano, L. 2012. The year of the MOOC. The New York Times. Available at
https://www.nytimes.com/ (Last accessed 29 September 2023). - 19Read, T and Bárcena, E. 2013. MOOCs and open higher education: The case of UNED. In: Palazio, G, (ed.) Proceedings of Ikasnabar 2013–6th International Conference on Open Education and Technology.
Publishing Services of the University of the Basque Country . - 20Roussel, S, Joulia, D, Tricot, A and Sweller, J. 2017. Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction, 52: 1–11. DOI: 10.1016/j.learninstruc.2017.04.007
- 21Rubio, F. 2014.
Teaching pronunciation and comprehensibility in a language MOOC . In: Martin-Monje, E and Barcena, E (eds.), Language MOOCs: Providing learning, transcending boundaries. Berlin: De Gruyter Open. pp. 143–160. DOI: 10.2478/9783110420067.9 - 22Shah, D. 2020. By the numbers: MOOCs in 2020. Available at
https://www.classcentral.com/report/mooc-stats-2020/ (Last accessed 29 September 2023). - 23Shuang, Z, Jingjing, Z, Ming, G, Kate, M and Jiang, Z. 2020. Using learning analytics to understand collective attention in language MOOCs. Computer Assisted Language Learning, 1–26.
- 24Siemens, G. 2005. Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1): 3–10.
- 25Sokolik, M. 2014.
What constitutes an effective language MOOC? In: Martin-Monje, E and Barcena, E (eds.), Language MOOCs: Providing learning, transcending boundaries. Berlin: De Gruyter Open. pp. 6–32. DOI: 10.2478/9783110420067.2 - 26Uchidiuno, J, Ogan, A, Yarzebinski, E and Hammer, J. 2017. Going global: Understanding ELL student motivation in English language MOOCs. International Journal of Artificial Intelligence in Education, 28: 528–552. DOI: 10.1007/s40593-017-0159-7
- 27Wang, A and Wright, C. 2018. Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom. Computer Assisted Language Learning, 31(5): 490–521. DOI: 10.1080/09588221.2017.1417872
- 28Zhang, X. 2017.
Researching into a MOOC embedded flipped classroom model for college English reading and writing course . In: Kan, Q and Bax, S (eds.), Beyond the language classroom: Researching MOOCs and other innovations. Research-publishing.net. (pp. 15–27). DOI: 10.14705/rpnet.2017.mooc2016.668