Many of the major Massive Open Online Course (MOOC) platforms support learning approaches which can be roughly categorised as transmission-based and asynchronous (Morris & Lambe, 2014), with limited forms of interactive elements. Language learning is viewed within this study as an active process which includes knowledge, skills, and cultural competencies. Designing a Language-learning MOOC (or LMOOC) that facilitates this view of the language learning process is challenging, however, particularly considering the predominance of learning templates within the MOOC platforms that are designed from a mainly knowledge-transmission perspective. Using Conole's (2014) classification of MOOCs, a sample of LMOOC providers self-report in a survey on the pedagogical approach implemented within their LMOOC's learning design. These findings are reported in this paper. This study is timely as the number of LMOOCs being offered is increasing, although the proportion of LMOOCs is still low in terms of the wider MOOC landscape. The paper concludes by considering whether LMOOCs can be aligned with this classification tool or whether an extension to this classification is required to cater for the nuances of MOOC-based language learning. [For the complete volume, see ED578177.]