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Can MOOCs Promote EFL Learners’ English Communication Skills?

Yıl 2020, Cilt: 2 Sayı: 1, 1 - 15, 01.06.2020

Öz

By replacing part of a traditionally
delivered course with a Massive Open Online Course (MOOC), this study aimed to
investigate the effect of a MOOC on the academic achievement of English as a
Foreign Language (EFL) learners regarding their English communication skills,
and the study also aimed to explore EFL learners’ perceptions on integrating a
MOOC into their traditionally delivered course. The participants were 31
freshmen students enrolled in a compulsory course at a public university in
Turkey. A mixed research method was employed.
Data were collected through a quantitative review of
achieved test results and written interviews, benefitting from both
quantitative and qualitative data collection techniques. The results revealed
that the use of MOOC significantly improved EFL learners’ English communication
skills. Moreover, the following six major themes emerged from the qualitative
analysis: fun, surprise, challenge, simplicity, universality, and
interactivity.
The effectiveness of the MOOC on EFL learners’
English communication skills, the challenges they faced, and their suggestions
for improvement of the MOOC are further discussed in this study.

Destekleyen Kurum

Eskişehir Osmangazi University Faculty of Education

Teşekkür

I would like to thank all managers and students of Eskişehir Osmangazi University ELT Department.

Kaynakça

  • Banditvilai, C. (2016). Enhancing students' language skills through blended learning. Electronic Journal of e-Learning, 14(3), 220-229.
  • Bartolomé, A. (2013). Qué se puede esperar de los MOOC [What to expect about MOOCs]. Comunicación & Pedagogía, 269-270, 49-56.
  • Berrocoso, J. V. (2014). MOOCS: A critical view from the Educational Sciences. Profesorado, Revista de Currículum y Formación del Profesorado, 18(1), 93-111.
  • Bralić, A., & Divjak, B. (2018). Use of MOOCs in traditional classroom: Blended learning approach. European Journal of Open, Distance and E-learning, 21(1). 1-9.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale. NJ: Erihaum.
  • Cohen, D. & Crabtree, B. (2006) Semi-Structured interviews. Retrieved August 28, 2019, from http://www.qualres.org/HomeSemi-3629.html
  • Daniel, J., (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and possibility. Journal of Interactive Media in Education, Art. 18.
  • Daradoumis, T., Bassi, R., Xhafa, F., & Caballe, S. (2013). A review on massive e-learning (MOOC) design, delivery and assessment. Paper presented at the 8th International Conference on P2P, Parallel, Grid, Cloud, and Internet Computing.
  • FutureLearn (2019). What makes an effective presentation? In FutureLearn. Online Course. Retrieved on September 16, 2019, from https://www.futurelearn.com/courses/what-makes-an-effective-presentation.
  • Griffiths, R., Mulhern, C., Spies, R., & Chingos, M. (2015). Adopting MOOCs on campus: A collaborative effort to test MOOCs on campuses of the University System of Maryland. Online Learning, 19(2), 1-15.
  • Groves, R. M., Fowler, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2009). Survey methodology (2nd ed.). Hoboken, New Jersey: John Wiley & Sons, Inc.
  • Gunuç, S., & Babacan, N. (2018). Technology integration in English language teaching and learning. In N. Stojković (Ed.), Positioning English for Specific Purposes in an English Language Teaching Context (1-17). Delaware: Vernon Press.
  • Hashim, H. U., & Yunus, M. M. (2019) Digital Learning with massive open online courses (Moocs): English for communication. Retrieved October 16, 2019, from www.mjltm.com info@ mjltm. org, 77.
  • Johnson, B., & Christensen, L. (2012). Educational Research: quantitative, qualitative, and mixed approaches (4th ed.). Thousand Oaks, Calif.: SAGE Publications.
  • Khalil, H., & Ebner, M. (2013). Interaction possibilities in MOOCs—How do they actually happen. Paper presented at the 3rd International Conference on Higher Education Development (pp. 1-24). Mansoura: Mansoura University.
  • Kırkgöz, Y. (2011). A blended learning study on implementing video recorded speaking tasks in task-based classroom instruction. The Turkish Online Journal of Educational Technology, 10 (4), 1-13.
  • Levy, D., & Schrire, S. (2012). The case of a massive open online course at a college of education. Retrieved on December 30, 2019, from http://conference.nmc.org/files/smkbMOOC.pdf
  • Littlejohn, A., Hooda, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40–48.
  • McClanahan, L. (2014). Training using technology in the adult ESL classroom. Journal of Adult Education, 43(1), 22-27.
  • Mee, C. K., Sui, L. K. M., Jano, Z., & Husin, H. (2016). The readiness of the administrators and undergraduates in using Massive Open Online Course (MOOC) in the Mandarin Subject. The Social Sciences, 11(12), 3017-3023.
  • Mee, C. K., Sui, L. K. M., & Binti Salam, S. (2018). Undergraduate’s perception on Massive Open Online Course (MOOC) Learning to foster employability skills and enhance learning experience. International Journal of Advanced Computer Science and Applications, 9(10), 494-499.
  • Mee, C. K., Sui, L. K. M., & Binti Salam, S. (2018). Undergraduate’s perception on Massive Open Online Course (MOOC) Learning to foster employability skills and enhance learning experience. International Journal of Advanced Computer Science and Applications, 9(10), 494-499.
  • Nordin, N., Norman, H., & Embi, M. A. (2015). Technology acceptance of Massive Open Online Courses in Malaysia. Malaysian Journal of Distance Education, 17(2), 1-16.
  • Nordin, N., Norman, H., & Embi, M. A. (2015). Technology acceptance of Massive Open Online Courses in Malaysia. Malaysian Journal of Distance Education, 17(2), 1-16.
  • Rodrigues, P. D., & Vethamani, M. E. (2015). The impact of online learning in the development of speaking skills. Journal of Interdisciplinary Research in Education, 5(1), 43-67.
  • Rodrigues, P. D., & Vethamani, M. E. (2015). The impact of online learning in the development of speaking skills. Journal of Interdisciplinary Research in Education, 5(1), 43-67.
  • Sanchez-Gordon, S., & Luján-Mora, S. (2015, December). Accessible blended learning for non-native speakers using MOOCs. Paper presented at the 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL) (pp. 19-24).
  • Sanchez-Gordon, S., & Luján-Mora, S. (2015, December). Accessible blended learning for non-native speakers using MOOCs. Paper presented at the 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL) (pp. 19-24).
  • Siemens, G. (2013). Massive open online courses: Innovation in education. In McGreal, R., Kinuthia W., & Marshall S. (Eds), Open educational resources: Innovation, research and practice (pp. 5–16). Vancouver: Commonwealth of Learning and Athabasca University.
  • Siemens, G. (2013). Massive open online courses: Innovation in education. In McGreal, R., Kinuthia W., & Marshall S. (Eds), Open educational resources: Innovation, research and practice (pp. 5–16). Vancouver: Commonwealth of Learning and Athabasca University.
  • Stöhr, C., Stathakarou, N., Mueller, F., Nifakos, S., & McGrath, C. (2019). Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs. British Journal of Educational Technology, 50(1), 166-176.
  • Stöhr, C., Stathakarou, N., Mueller, F., Nifakos, S., & McGrath, C. (2019). Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs. British Journal of Educational Technology, 50(1), 166-176.
  • Sun, Y., Ni, L., Zhao, Y., Shen, X. L., & Wang, N. (2019). Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6), 3156-3174.
  • Sun, Y., Ni, L., Zhao, Y., Shen, X. L., & Wang, N. (2019). Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6), 3156-3174.
  • Şenel, M. (2012). Oral communication anxiety and problems of Turkish EFL learners at Samsun 19 Mayıs University, ELT Department. Frontiers of Language and Teaching, 3(5), 49-58.
  • Şenel, M. (2012). Oral communication anxiety and problems of Turkish EFL learners at Samsun 19 Mayıs University, ELT Department. Frontiers of Language and Teaching, 3(5), 49-58.
  • Vázquez Cano, E., López Meneses, E., & Sarasola, J. L. (2013). La expansión del conocimiento en abierto: Los MOOCs [The expansión of open knowledge: the MOOCs]. Barcelona: Octaedro.
  • Verstegen, D., Dailey-Hebert, A., Fonteijn, H., Clarebout, G., & Spruijt, A. (2018). How do virtual teams collaborate in online learning tasks in a MOOC? The International Review of Research in Open and Distributed Learning, 19(4), 39-55.
  • Walker, J. (2013). Why MOOCs Hindered by the definition of correspondence education. Retrieved on March 3, 2019, from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2208066
  • Yunus, M. M. (2018). Innovation in education and language learning in 21st century. Journal of Sustainable Development Education and Research, 2(1), 33-34.
  • Yunus, M. M., Hashim, H. U., & Hashim, H. (2019). Massive Open Online Courses: En route to communication skills acquisition. Arab World English Journal (AWEJ): Special Issue on CALL, (5) 98-109.
  • Zhao, L. (2015). A Case study of Chinese Mongolian students in ELT under the background of MOOCs. World Journal of Education, 5(6), 108-112.
Yıl 2020, Cilt: 2 Sayı: 1, 1 - 15, 01.06.2020

Öz

Kaynakça

  • Banditvilai, C. (2016). Enhancing students' language skills through blended learning. Electronic Journal of e-Learning, 14(3), 220-229.
  • Bartolomé, A. (2013). Qué se puede esperar de los MOOC [What to expect about MOOCs]. Comunicación & Pedagogía, 269-270, 49-56.
  • Berrocoso, J. V. (2014). MOOCS: A critical view from the Educational Sciences. Profesorado, Revista de Currículum y Formación del Profesorado, 18(1), 93-111.
  • Bralić, A., & Divjak, B. (2018). Use of MOOCs in traditional classroom: Blended learning approach. European Journal of Open, Distance and E-learning, 21(1). 1-9.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale. NJ: Erihaum.
  • Cohen, D. & Crabtree, B. (2006) Semi-Structured interviews. Retrieved August 28, 2019, from http://www.qualres.org/HomeSemi-3629.html
  • Daniel, J., (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and possibility. Journal of Interactive Media in Education, Art. 18.
  • Daradoumis, T., Bassi, R., Xhafa, F., & Caballe, S. (2013). A review on massive e-learning (MOOC) design, delivery and assessment. Paper presented at the 8th International Conference on P2P, Parallel, Grid, Cloud, and Internet Computing.
  • FutureLearn (2019). What makes an effective presentation? In FutureLearn. Online Course. Retrieved on September 16, 2019, from https://www.futurelearn.com/courses/what-makes-an-effective-presentation.
  • Griffiths, R., Mulhern, C., Spies, R., & Chingos, M. (2015). Adopting MOOCs on campus: A collaborative effort to test MOOCs on campuses of the University System of Maryland. Online Learning, 19(2), 1-15.
  • Groves, R. M., Fowler, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2009). Survey methodology (2nd ed.). Hoboken, New Jersey: John Wiley & Sons, Inc.
  • Gunuç, S., & Babacan, N. (2018). Technology integration in English language teaching and learning. In N. Stojković (Ed.), Positioning English for Specific Purposes in an English Language Teaching Context (1-17). Delaware: Vernon Press.
  • Hashim, H. U., & Yunus, M. M. (2019) Digital Learning with massive open online courses (Moocs): English for communication. Retrieved October 16, 2019, from www.mjltm.com info@ mjltm. org, 77.
  • Johnson, B., & Christensen, L. (2012). Educational Research: quantitative, qualitative, and mixed approaches (4th ed.). Thousand Oaks, Calif.: SAGE Publications.
  • Khalil, H., & Ebner, M. (2013). Interaction possibilities in MOOCs—How do they actually happen. Paper presented at the 3rd International Conference on Higher Education Development (pp. 1-24). Mansoura: Mansoura University.
  • Kırkgöz, Y. (2011). A blended learning study on implementing video recorded speaking tasks in task-based classroom instruction. The Turkish Online Journal of Educational Technology, 10 (4), 1-13.
  • Levy, D., & Schrire, S. (2012). The case of a massive open online course at a college of education. Retrieved on December 30, 2019, from http://conference.nmc.org/files/smkbMOOC.pdf
  • Littlejohn, A., Hooda, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40–48.
  • McClanahan, L. (2014). Training using technology in the adult ESL classroom. Journal of Adult Education, 43(1), 22-27.
  • Mee, C. K., Sui, L. K. M., Jano, Z., & Husin, H. (2016). The readiness of the administrators and undergraduates in using Massive Open Online Course (MOOC) in the Mandarin Subject. The Social Sciences, 11(12), 3017-3023.
  • Mee, C. K., Sui, L. K. M., & Binti Salam, S. (2018). Undergraduate’s perception on Massive Open Online Course (MOOC) Learning to foster employability skills and enhance learning experience. International Journal of Advanced Computer Science and Applications, 9(10), 494-499.
  • Mee, C. K., Sui, L. K. M., & Binti Salam, S. (2018). Undergraduate’s perception on Massive Open Online Course (MOOC) Learning to foster employability skills and enhance learning experience. International Journal of Advanced Computer Science and Applications, 9(10), 494-499.
  • Nordin, N., Norman, H., & Embi, M. A. (2015). Technology acceptance of Massive Open Online Courses in Malaysia. Malaysian Journal of Distance Education, 17(2), 1-16.
  • Nordin, N., Norman, H., & Embi, M. A. (2015). Technology acceptance of Massive Open Online Courses in Malaysia. Malaysian Journal of Distance Education, 17(2), 1-16.
  • Rodrigues, P. D., & Vethamani, M. E. (2015). The impact of online learning in the development of speaking skills. Journal of Interdisciplinary Research in Education, 5(1), 43-67.
  • Rodrigues, P. D., & Vethamani, M. E. (2015). The impact of online learning in the development of speaking skills. Journal of Interdisciplinary Research in Education, 5(1), 43-67.
  • Sanchez-Gordon, S., & Luján-Mora, S. (2015, December). Accessible blended learning for non-native speakers using MOOCs. Paper presented at the 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL) (pp. 19-24).
  • Sanchez-Gordon, S., & Luján-Mora, S. (2015, December). Accessible blended learning for non-native speakers using MOOCs. Paper presented at the 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL) (pp. 19-24).
  • Siemens, G. (2013). Massive open online courses: Innovation in education. In McGreal, R., Kinuthia W., & Marshall S. (Eds), Open educational resources: Innovation, research and practice (pp. 5–16). Vancouver: Commonwealth of Learning and Athabasca University.
  • Siemens, G. (2013). Massive open online courses: Innovation in education. In McGreal, R., Kinuthia W., & Marshall S. (Eds), Open educational resources: Innovation, research and practice (pp. 5–16). Vancouver: Commonwealth of Learning and Athabasca University.
  • Stöhr, C., Stathakarou, N., Mueller, F., Nifakos, S., & McGrath, C. (2019). Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs. British Journal of Educational Technology, 50(1), 166-176.
  • Stöhr, C., Stathakarou, N., Mueller, F., Nifakos, S., & McGrath, C. (2019). Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs. British Journal of Educational Technology, 50(1), 166-176.
  • Sun, Y., Ni, L., Zhao, Y., Shen, X. L., & Wang, N. (2019). Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6), 3156-3174.
  • Sun, Y., Ni, L., Zhao, Y., Shen, X. L., & Wang, N. (2019). Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6), 3156-3174.
  • Şenel, M. (2012). Oral communication anxiety and problems of Turkish EFL learners at Samsun 19 Mayıs University, ELT Department. Frontiers of Language and Teaching, 3(5), 49-58.
  • Şenel, M. (2012). Oral communication anxiety and problems of Turkish EFL learners at Samsun 19 Mayıs University, ELT Department. Frontiers of Language and Teaching, 3(5), 49-58.
  • Vázquez Cano, E., López Meneses, E., & Sarasola, J. L. (2013). La expansión del conocimiento en abierto: Los MOOCs [The expansión of open knowledge: the MOOCs]. Barcelona: Octaedro.
  • Verstegen, D., Dailey-Hebert, A., Fonteijn, H., Clarebout, G., & Spruijt, A. (2018). How do virtual teams collaborate in online learning tasks in a MOOC? The International Review of Research in Open and Distributed Learning, 19(4), 39-55.
  • Walker, J. (2013). Why MOOCs Hindered by the definition of correspondence education. Retrieved on March 3, 2019, from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2208066
  • Yunus, M. M. (2018). Innovation in education and language learning in 21st century. Journal of Sustainable Development Education and Research, 2(1), 33-34.
  • Yunus, M. M., Hashim, H. U., & Hashim, H. (2019). Massive Open Online Courses: En route to communication skills acquisition. Arab World English Journal (AWEJ): Special Issue on CALL, (5) 98-109.
  • Zhao, L. (2015). A Case study of Chinese Mongolian students in ELT under the background of MOOCs. World Journal of Education, 5(6), 108-112.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları
Bölüm Original Article
Yazarlar

Muhammed Özgür YAŞAR 0000-0002-7167-2192

Proje Numarası Not available
Yayımlanma Tarihi 1 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 2 Sayı: 1

Kaynak Göster

APA YAŞAR, M. Ö. (2020). Can MOOCs Promote EFL Learners’ English Communication Skills?. Language and Technology, 2(1), 1-15.

Language and Technology