This study aims at investigating the language strengths and weaknesses of Hong Kong self-directed learners, their learning needs and their self-directed learning experiences with the use of diagnostic language test and examining whether the test can help the learners to self-direct their own learning. The test results showed that less than half of the participants reached the satisfactory level of the diagnostic tests in the areas of listening, vocabulary, reading and grammar, and their weakest competence was vocabulary. The findings also revealed that the learners wanted to improve their communication skills, vocabulary, as well as speaking and listening skills, and that they had a need to learn a series of specific sub-skills regarding the four areas. The results yielded that the diagnostic test provided valuable information on the self-directed language learning, and suggested that teacher intervention, learning strategies and self-evaluation skills are required for the initial development of self-directed language learning.
{"title":"Effects of Diagnostic Tests on Self-Directed Language Learning Development","authors":"Helen W. M. Yeh","doi":"10.4018/ijcallt.291105","DOIUrl":"https://doi.org/10.4018/ijcallt.291105","url":null,"abstract":"This study aims at investigating the language strengths and weaknesses of Hong Kong self-directed learners, their learning needs and their self-directed learning experiences with the use of diagnostic language test and examining whether the test can help the learners to self-direct their own learning. The test results showed that less than half of the participants reached the satisfactory level of the diagnostic tests in the areas of listening, vocabulary, reading and grammar, and their weakest competence was vocabulary. The findings also revealed that the learners wanted to improve their communication skills, vocabulary, as well as speaking and listening skills, and that they had a need to learn a series of specific sub-skills regarding the four areas. The results yielded that the diagnostic test provided valuable information on the self-directed language learning, and suggested that teacher intervention, learning strategies and self-evaluation skills are required for the initial development of self-directed language learning.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"36 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88846442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The language of evaluation can be identified not only in individual lexis but also in extended lexical-grammatical units such as phrase-frames. This study aims to explore evaluative phrase-frames and phraseological patterns in a corpus of conclusion chapters of doctoral theses. Through a corpus-driven analysis, a list of highly frequent phrase-frames were extracted and further refined to 21 evaluative phraseologies which contain an adjective in the variable position and are followed by a complement structure (e.g., it is * that). The identified phrase-frames were mapped onto different grammar patterns (Francis et al., 1998) and were analysed by Appraisal types (Martin & White, 2005) and evaluated entities (Thetela, 1997). The findings indicated that different phrase-frames and patterns showed clear preferences for particular Appraisal functions and evaluation types. This study suggests that there are interconnections among evaluative phrase-frames, their discourse functions, and different types of evaluation in academic discourse.
评价语言不仅可以在单独的词汇中识别，而且可以在扩展的词汇语法单位(如短语框架)中识别。本研究旨在探讨博士论文结论章节语料库中的评价性短语框架和短语模式。通过语料库驱动的分析，提取了一个频繁短语框架列表，并进一步提炼为21个评价性短语，这些短语在可变位置包含一个形容词，后面跟着一个补语结构(例如，it is * that)。识别出的短语框架被映射到不同的语法模式(Francis等人，1998年)，并通过评估类型(Martin & White, 2005年)和评估实体(Thetela, 1997年)进行分析。调查结果表明，不同的短语框架和模式显示出对特定评价功能和评价类型的明显偏好。本研究认为，学术语篇中评价性短语框架及其话语功能与不同类型的评价之间存在着内在联系。
{"title":"Evaluative Phrase-frames and Patterns in Doctoral Thesis Conclusions","authors":"","doi":"10.4018/ijcallt.301196","DOIUrl":"https://doi.org/10.4018/ijcallt.301196","url":null,"abstract":"The language of evaluation can be identified not only in individual lexis but also in extended lexical-grammatical units such as phrase-frames. This study aims to explore evaluative phrase-frames and phraseological patterns in a corpus of conclusion chapters of doctoral theses. Through a corpus-driven analysis, a list of highly frequent phrase-frames were extracted and further refined to 21 evaluative phraseologies which contain an adjective in the variable position and are followed by a complement structure (e.g., it is * that). The identified phrase-frames were mapped onto different grammar patterns (Francis et al., 1998) and were analysed by Appraisal types (Martin & White, 2005) and evaluated entities (Thetela, 1997). The findings indicated that different phrase-frames and patterns showed clear preferences for particular Appraisal functions and evaluation types. This study suggests that there are interconnections among evaluative phrase-frames, their discourse functions, and different types of evaluation in academic discourse.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"76 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75893114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored forty-eight English as a second language learners’ perceptions of and attitudes towards pre-task planning in synchronous video-based computer-mediated (SvCMC) and real-time face-to-face (F2F) communication. The participants, randomly divided into SvCMC and F2F groups, performed a planned and unplanned task in SvCMC/F2F conditions. Interviews were conducted immediately after task performance to capture their perceptions of and attitudes towards pre-task planning and the communication modes. The findings revealed that over half of them perceived the usefulness of pre-task planning and favoured F2F to SvCMC. The participants’ opinions for pre-task planning were elaborated regarding the differences between the ±planning conditions concerning multitasking, organization planning, content preparation, real-world relevance, and responsiveness among non-planners. Their attitudes towards SvCMC and F2F were explained by the different natures of the communication modes and pair/group dynamics. The findings shed light on teaching L2 speaking in physical and virtual settings.
{"title":"“We are responsive on Zoom, but…”","authors":"","doi":"10.4018/ijcallt.291535","DOIUrl":"https://doi.org/10.4018/ijcallt.291535","url":null,"abstract":"This study explored forty-eight English as a second language learners’ perceptions of and attitudes towards pre-task planning in synchronous video-based computer-mediated (SvCMC) and real-time face-to-face (F2F) communication. The participants, randomly divided into SvCMC and F2F groups, performed a planned and unplanned task in SvCMC/F2F conditions. Interviews were conducted immediately after task performance to capture their perceptions of and attitudes towards pre-task planning and the communication modes. The findings revealed that over half of them perceived the usefulness of pre-task planning and favoured F2F to SvCMC. The participants’ opinions for pre-task planning were elaborated regarding the differences between the ±planning conditions concerning multitasking, organization planning, content preparation, real-world relevance, and responsiveness among non-planners. Their attitudes towards SvCMC and F2F were explained by the different natures of the communication modes and pair/group dynamics. The findings shed light on teaching L2 speaking in physical and virtual settings.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"48 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85690549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.
{"title":"A Mixed-Methods Study of Computer-Mediated Communication Paired With Instruction on EFL Learner Pragmatic Competence","authors":"Ying Zhang","doi":"10.4018/ijcallt.291113","DOIUrl":"https://doi.org/10.4018/ijcallt.291113","url":null,"abstract":"The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89836994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an authentic class experience, preservice (N = 54) and in-service (N = 65) EFL teachers were assigned digitized formative assessment tasks, and their preferences were assessed using an assessment preferences questionnaire, with both open- and closed-ended questions. Following the pretest-posttest mixed-method design, data were collected and analyzed both qualitatively and quantitatively. Quantitative findings revealed that, though the variety of their preferences increased, both groups had similar preferences after the intervention. Thematic analysis of their responses showed that most preservice and in-service teachers preferred online assessment methods to traditional and formative ones. With respect to the reasons they mentioned for selecting or avoiding a particular method, in-service teachers tended to be more practical and time-oriented than preservice ones, who were more precautious about the intricacies of preparing, responding, and reviewing the assessment task. Both groups also shared a number of emotional reasons and even prioritized them over all the other reasons.
{"title":"Preservice and In-Service EFL Teachers' Assessment Preferences","authors":"Marwa F. Hafour","doi":"10.4018/ijcallt.309098","DOIUrl":"https://doi.org/10.4018/ijcallt.309098","url":null,"abstract":"In an authentic class experience, preservice (N = 54) and in-service (N = 65) EFL teachers were assigned digitized formative assessment tasks, and their preferences were assessed using an assessment preferences questionnaire, with both open- and closed-ended questions. Following the pretest-posttest mixed-method design, data were collected and analyzed both qualitatively and quantitatively. Quantitative findings revealed that, though the variety of their preferences increased, both groups had similar preferences after the intervention. Thematic analysis of their responses showed that most preservice and in-service teachers preferred online assessment methods to traditional and formative ones. With respect to the reasons they mentioned for selecting or avoiding a particular method, in-service teachers tended to be more practical and time-oriented than preservice ones, who were more precautious about the intricacies of preparing, responding, and reviewing the assessment task. Both groups also shared a number of emotional reasons and even prioritized them over all the other reasons.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"37 8 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80650902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study aimed to explore undergraduate students use and perceptions of listening comprehension strategies (LCS) in online EMI lectures, and the extent to which LCS use depends on the students’ general language proficiency and language exposure. A total of 76 English majors completed a language proficiency test, an LCS inventory and a language exposure survey. Additionally, 60 of the participants answered 8 open-ended questions on their perceptions of LCS in online EMI lectures. The results of this mixed-methods approach showed that students used a wide variety of metacognitive, cognitive and socio-affective strategies to comprehend online EMI lectures. The students also seemed aware of the particularly challenging nature of online EMI lectures, and thus took several measures before, during and after class to facilitate comprehension. Additionally, the results showed that the students’ choice of LCS is partially dependent on their English language proficiency and exposure.
{"title":"University Student Use and Perception of Listening Comprehension Strategies","authors":"D. El-Dakhs, Ahmed Masrai, Noorchaya Yahya","doi":"10.4018/ijcallt.291114","DOIUrl":"https://doi.org/10.4018/ijcallt.291114","url":null,"abstract":"The current study aimed to explore undergraduate students use and perceptions of listening comprehension strategies (LCS) in online EMI lectures, and the extent to which LCS use depends on the students’ general language proficiency and language exposure. A total of 76 English majors completed a language proficiency test, an LCS inventory and a language exposure survey. Additionally, 60 of the participants answered 8 open-ended questions on their perceptions of LCS in online EMI lectures. The results of this mixed-methods approach showed that students used a wide variety of metacognitive, cognitive and socio-affective strategies to comprehend online EMI lectures. The students also seemed aware of the particularly challenging nature of online EMI lectures, and thus took several measures before, during and after class to facilitate comprehension. Additionally, the results showed that the students’ choice of LCS is partially dependent on their English language proficiency and exposure.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"86 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76868759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nhật Quang Nguyễn, Kean-Wah Lee, C. Z. Szabo, D. Nguyen
This study presents a flipped classroom approach tailored to provide dynamic instructional learning of one translation module in Vietnam. The model took consideration of relevant factors of Activity theory (instruments, rules, community and division of labour) to (1) investigate how it could re-orientate learners’ translation habits, and (2) find out the mitigated challenges encountered by Vietnamese learners. 39 junior students at a public university in Vietnam participated in the study. The research implemented a case study design, using semi-structured interviews to examine in depth the benefits of this flipped setting and its actual challenges. The collected findings revealed that this approach could not only bridge the gaps in the relevant literature of flipped learning, but also could improve learners’ habits to use appropriate translation strategies. Finally, challenges faced by learners during the implementation were minimised, thanks to the systematic structure of the flipped classroom procedure and Activity theory.
{"title":"A Case Study of Technology-Assisted Flipped Learning in Enhancing Learner Translation Capabilities and Its Mitigated Challenges","authors":"Nhật Quang Nguyễn, Kean-Wah Lee, C. Z. Szabo, D. Nguyen","doi":"10.4018/ijcallt.291109","DOIUrl":"https://doi.org/10.4018/ijcallt.291109","url":null,"abstract":"This study presents a flipped classroom approach tailored to provide dynamic instructional learning of one translation module in Vietnam. The model took consideration of relevant factors of Activity theory (instruments, rules, community and division of labour) to (1) investigate how it could re-orientate learners’ translation habits, and (2) find out the mitigated challenges encountered by Vietnamese learners. 39 junior students at a public university in Vietnam participated in the study. The research implemented a case study design, using semi-structured interviews to examine in depth the benefits of this flipped setting and its actual challenges. The collected findings revealed that this approach could not only bridge the gaps in the relevant literature of flipped learning, but also could improve learners’ habits to use appropriate translation strategies. Finally, challenges faced by learners during the implementation were minimised, thanks to the systematic structure of the flipped classroom procedure and Activity theory.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"49 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86215094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Noun phrase (NP) complexity research has shown the effects of both discipline and writing competence on NP complexity in academic writing and has focused more on applied linguistics. Yet few studies examined NPs in the academic writing of computer science (CS), especially in the CS conference abstract writing, in depth. This study fills this gap by investigating the disciplinary preference of NPs through the corpus analysis of 267 published abstracts from a leading CS conference. The authors found that multiple pre-modifiers were the most frequently used device by CS researchers, and attributive adjectives, nouns, and prepositional phrases were fundamental in abstract composition in both CS and applied linguistics. The difference largely lies in the use of devices in later-acquired stages. CS researchers favor more multiple pre-modifiers while their peers in applied linguistics tend to prefer multiple prepositional phrases as post-modifiers. The findings shed light on classroom instruction and future research on NP complexity.
{"title":"Noun Phrasal Complexity in Computer Science Conference Abstracts","authors":"Yu Wang, Tianshuang Ge, Zhilei Ren","doi":"10.4018/ijcallt.311096","DOIUrl":"https://doi.org/10.4018/ijcallt.311096","url":null,"abstract":"Noun phrase (NP) complexity research has shown the effects of both discipline and writing competence on NP complexity in academic writing and has focused more on applied linguistics. Yet few studies examined NPs in the academic writing of computer science (CS), especially in the CS conference abstract writing, in depth. This study fills this gap by investigating the disciplinary preference of NPs through the corpus analysis of 267 published abstracts from a leading CS conference. The authors found that multiple pre-modifiers were the most frequently used device by CS researchers, and attributive adjectives, nouns, and prepositional phrases were fundamental in abstract composition in both CS and applied linguistics. The difference largely lies in the use of devices in later-acquired stages. CS researchers favor more multiple pre-modifiers while their peers in applied linguistics tend to prefer multiple prepositional phrases as post-modifiers. The findings shed light on classroom instruction and future research on NP complexity.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"75 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86299055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lixun Wang, H. Chen, J. Lee, Eric Kwan Wai Yu, Jingxuan Tian
The innovative use of technologies in language learning and teaching significantly impacts language education. This paper aims to investigate technology-enhanced language learning (TeLL) and teaching (TeLT) in higher education through surveying 223 students and 93 teachers across four Hong Kong universities, and interviewing around 50 students and 20 teachers. The current study investigated the e-resources/tools frequently adopted in language learning and teaching, how participants perceived the affordances of TeLL and TeLT, and challenges they had faced in technology-enhanced language learning and teaching. The results reveal that students and teachers perceived several affordances of TeLL and TeLT, such as provision of authentic materials, enhancement of interactivity, and enhancement of learner autonomy. A list of commonly adopted e-resources/tools for language learning and teaching were identified. The students and teachers also indicated what support they would hope to receive from a Community of Practice (CoP) on technology-enhanced language learning and teaching.
{"title":"Investigation of Technology-Enhanced Language Learning and Teaching E-Resources/Tools in the Online Context","authors":"Lixun Wang, H. Chen, J. Lee, Eric Kwan Wai Yu, Jingxuan Tian","doi":"10.4018/ijcallt.307150","DOIUrl":"https://doi.org/10.4018/ijcallt.307150","url":null,"abstract":"The innovative use of technologies in language learning and teaching significantly impacts language education. This paper aims to investigate technology-enhanced language learning (TeLL) and teaching (TeLT) in higher education through surveying 223 students and 93 teachers across four Hong Kong universities, and interviewing around 50 students and 20 teachers. The current study investigated the e-resources/tools frequently adopted in language learning and teaching, how participants perceived the affordances of TeLL and TeLT, and challenges they had faced in technology-enhanced language learning and teaching. The results reveal that students and teachers perceived several affordances of TeLL and TeLT, such as provision of authentic materials, enhancement of interactivity, and enhancement of learner autonomy. A list of commonly adopted e-resources/tools for language learning and teaching were identified. The students and teachers also indicated what support they would hope to receive from a Community of Practice (CoP) on technology-enhanced language learning and teaching.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"10 1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83943799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Napat Jitpaisarnwattana, Pornapit Darasawang, H. Reinders
Despite their popularity, there remains a challenge as to how success should be measured in Language MOOCs. Although traditional metrics such as completion rates have often been adopted, they have failed to take into account the fact that learners enrol in LMOOCs with different learning goals. This study examined how success is perceived in an LMOOC on English presentations from learners’ perspectives. Data were collected through 137 questionnaire responses and 22 semi-structured interviews. The quantitative results showed that the majority of learners who completed the course, as well as those who dropped out, thought that they were successful in learning in this LMOOC. Qualitative results showed that course completion was not the primary reason for their perceived success. Rather, they attributed their success to learning specific aspects of the course, language development, applications of the content to their work or study and achieving their learning goals. The authors conclude with suggestions and implications as to how success can be measured in future LMOOC implementation.
{"title":"Defining Success in a Language MOOC From Learner Perspectives","authors":"Napat Jitpaisarnwattana, Pornapit Darasawang, H. Reinders","doi":"10.4018/ijcallt.291108","DOIUrl":"https://doi.org/10.4018/ijcallt.291108","url":null,"abstract":"Despite their popularity, there remains a challenge as to how success should be measured in Language MOOCs. Although traditional metrics such as completion rates have often been adopted, they have failed to take into account the fact that learners enrol in LMOOCs with different learning goals. This study examined how success is perceived in an LMOOC on English presentations from learners’ perspectives. Data were collected through 137 questionnaire responses and 22 semi-structured interviews. The quantitative results showed that the majority of learners who completed the course, as well as those who dropped out, thought that they were successful in learning in this LMOOC. Qualitative results showed that course completion was not the primary reason for their perceived success. Rather, they attributed their success to learning specific aspects of the course, language development, applications of the content to their work or study and achieving their learning goals. The authors conclude with suggestions and implications as to how success can be measured in future LMOOC implementation.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"31 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85053866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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