Volume 17, Issue 2 August 2021, pp. 158–176
Learners’ perspectives on interaction in a language MOOC
Napat Jitpaisarnwattana 1, Hayo Reinders 2, Pornapit Darasawang 3
1 King Mongkut’s University of Technology Thonburi, THAILAND
2 King Mongkut’s University of Technology Thonburi, THAILAND
3 King Mongkut’s University of Technology Thonburi, THAILAND
Interaction between learners is an important part of language learning in online environments. For Language MOOCs, however, low levels of L-L interaction have been documented in previous studies. The reasons why learners choose to interact or not to interact with other learners in LMOOC environments remain unclear. This study examines how 136 language learners interacted with other learners in and out of a Language MOOC on English presentation. It also investigates the learner-reported reasons that encourage them to interact and prevent them from interacting with other learners. The results demonstrate that the level of learner-learner interaction was quite low in the LMOOC overall. More active learners cited a sense of belonging to the group and confidence in their English ability as the reasons for interacting with others, and less active learners reported a preference for F2F interaction, lack of time and lack of English proficiency as factors preventing them from doing so. Learners also reported frequent use of personal communication tools to interact with other learners outside of the LMOOC. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research.
© Napat Jitpaisarnwattana, Hayo Reinders, Pornapit Darasawang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2021). Learners’ perspectives on interaction in a language MOOC. The JALT CALL Journal, 17(2), 158–176. https://doi.org/10.29140/jaltcall.v17n2.472
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