Volume 17, Issue 3  December 2021, pp. 256–276          Download PDF

Regular Articles
Mobile and blended, please! Migrants and refugees’ learning choices in a language MOOC

Timothy Read https://orcid.org/0000-0003-3882-86741, Elena Martín-Monge2

1 UNED, SPAIN tread@lsi.uned.es
2 UNED, SPAIN emartin@flog.uned.es

DOI: https://doi.org/10.29140/jaltcall.v17n3.500


In this article, a study is presented of two socially inclusive Language MOOCs undertaken by refugees and migrants as part of the MOONLITE project. Three research questions were formulated on the types of devices the students prefer to use for the courses, whether that choice affects course completion, and if the teaching practice influences success on the courses. In order to answer these questions, qualitative and quantitative data were obtained from an initial and final student questionnaire, semi-structured interviews with the language teachers involved in the courses, and from the MOOC platform and YouTube Analytics. The data supported the conclusion that the students prefer to use a mobile device to undertake the courses. The majority of the students who used a mobile device successfully completed the courses. The near ubiquity of these devices and ease of use of the LMOOCs were arguably factors that made “anytime anywhere” studying possible. Regarding the teaching methodology, the majority of students who completed the course attended F2F language classes, found the online courses to complement them, and would have liked to have more time spent in the classes on the courses.


© Timothy Read, Elena Martín-Monge

CC  4.0
This work is licensed under a Creative Commons Attribution 4.0 International License.

Suggested citation

Read, T., & Martín-Monge, E. (2021). Mobile and blended, please! Migrants and refugees’ learning choices in a language MOOC. The JALT CALL Journal, 17(3), 256–276. https://doi.org/10.29140/jaltcall.v17n3.500

Related Articles:

TOEFL iBT Training in the CALL Classroom
Aaron P. Campbell, Richard Silver
The JALT CALL Journal Published: 31 August, 2011, Volume 7(2), 217–229. Download PDF

EFL student and faculty perceptions of and attitudes towards online testing in the medium of Blackboard: Promises and challenges
Abdulaziz I. Fageeh
The JALT CALL Journal Published: 30 April, 2015, Volume 11(1), 41–62. Download PDF

EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university
Abdulaziz Ibraheem Fageeh
The JALT CALL Journal Published: 30 April, 2011, Volume 7(1), 19–42. Download PDF

Effects of Blackboard on EFL academic writing and attitudes
Abdulaziz Fageeh, Mohamed Amin A. Mekheimer
The JALT CALL Journal Published: 31 August, 2013, Volume 9(2), 169–196. Download PDF

Automated identification of discourse markers using NLP approach: The case of okay
Abdulaziz Sanosi, Mohamed Abdalla
Australian Journal of Applied Linguistics Published: 24 December, 2021, Volume 4(3), 119–131. Download PDF

Touch the page and mimic me: Evaluation of a talking-pen learning tool
Abigail Odakura
The JALT CALL Journal Published: 31 December, 2013, Volume 9(3), 287–295. Download PDF

A survey of Japanese university students' computer literacy skills
Adam Murray, Andrew Blyth
The JALT CALL Journal Published: 31 December, 2011, Volume 7(3), 307–318. Download PDF

Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Adam Poole
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70. Download PDF

Designing a course in intercultural education
Adrian Holliday
Intercultural Communication Education Published: 11 August, 2018, Volume 1(1), 4–11. Download PDF

Encouraging autonomy through the use of a social networking system
Adrian Leis
The JALT CALL Journal Published: 30 April, 2014, Volume 10(1), 69–80. Download PDF