Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers and learners in online environments. Courses in English for Academic Purposes (EAP) in higher education setting often bring together students from different academic backgrounds. However, MOOCs platforms haven't provided many choices for EAP courses. For this reason, such courses tend to demonstrate materials that are sufficiently general to be practical and relevant to all students. Most teachers often need to supplement their teaching with online materials that are relevant to the students. Although MOOCs have not been designed widely as supplements to English language teaching and learning for EAP, this research investigates the efficacy of integrating MOOC pedagogy in English as foreign language (EFL) writing instruction. There are forty Taiwanese sophomores who enroll in an EFL essay writing course. This study explores the learning experience in an English writing course that includes classroom observation, peer feedback, a teacher's assessments, and perceptions toward MOOCs. In this study, MOOCs writing class is employed as supplementary materials and social interaction in an essay writing class. Data will be included students' perception questionnaires toward online learning environment, teachers and peer interactions, observation, reflective journal, and their writing assignments. It is expected that this MOOC course will facilitate students' learning process by interacting teachers and classmates' feedback.
Chia Pei Wu, I-Shou University, Taiwan
Cheng Hsu, National Pingtung University of Science and Technology , Taiwan
This paper is part of the ACEID2016 Conference Proceedings (View)
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