Volume 1, Issue 1 June 2019, pp. 21–32
Language MOOCs: An expanding field
Napat Jitpaisarnwattana 1, Hayo Reinders 2, Pornapit Darasawang 3
1 King Mongut's University of Technology Thonburi, Thailand
2 King Mongut's University of Technology Thonburi, Thailand
3 King Mongut's University of Technology Thonburi, Thailand
MOOCs (Massive Open Online Courses) were first introduced to the wider public in 2008, with the first language MOOCs appearing in 2012. Following the initial hype (The New York Times crowned 2012 the Year of the MOOC), practical experiences and research studies have surfaced a number of problems with the way they had been conceived and implemented. In this article we revisit some of the arguments for and against MOOCs, specifically for language education, and review some of the ways new forms of online learning environments are emerging, as well as new ways of using (elements of) MOOCs, for both teaching and research purposes. In particular, we focus on their potential for the collection, analysis and pedagogical application of large data sets through learning analytics and educational data mining. We argue that hybrid forms of online environments that better foreground social aspects of learning and that take better account of individual differences, have the potential to successfully support language learning on a large scale and to provide researchers and practitioners with unique insights into the language learning process.
© Napat Jitpaisarnwattana, Hayo Reinders, Pornapit Darasawang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2019). Language MOOCs: An expanding field. Technology in Language Teaching & Learning, 1(1), 21–32. https://doi.org/10.29140/tltl.v1n1.142
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
A day in the life: Mapping international students' language learning environments in multilingual Sydney
Phil Benson, Philip Chappell, Lynda Yates
Australian Journal of Applied Linguistics Published: 1 April, 2018, Volume 1(1), 20–32.
A developmental framework for online language teaching skills
Ursula Stickler, Regine Hampel, Martina Emke
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 133–151.
A systematic review of written corrective feedback research in ESL/EFL contexts
Sin Wang Chong
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Adopting a dual focus to drive forward the fields of language education and language assessment
Heng-Tsung Danny Huang
Language Education & Assessment Published: 25 July, 2018, Volume 1(1), 1–2.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An essay on internationalism in foreign language education
Intercultural Communication Education Published: 22 August, 2018, Volume 1(2), 64–82.
An investigation of implicit vs. explicit oral corrective feedback on Chinese pupils' use of past tense
Qin Xie, Chingyee Yeung
Language Education & Assessment Published: 29 November, 2018, Volume 1(2), 59–75.