Developing and validating an LMOOCs quality evaluation scale in the Chinese EFL context

Abstract

The present study develops an LMOOCs Quality Evaluation Scale (LQES) and validates it in the Chinese context, which has the largest number of EFL learners in the world. Adopting a mixed-method approach, the data were collected from 2315 LMOOC learners from 16 universities in China. A 4-factor model, comprising Instructional Design, L2 Teachers’ Literacy, Teaching Implementation and Technical Support, emerged and was validated. The LQES provides an original and comprehensive framework for understanding the complexities of LMOOCs quality. This study highlights the critical factors underpinning the evaluation of LMOOCs quality. and paves the way for further refining of the instrument in future research.