This study reviews 71 high-quality studies of massive open online courses focused on languages (LMOOCs) that were published from the inception of LMOOCs to 2021. The purpose of this study is to gain a deeper understanding of the current state of research and identify fruitful directions for future LMOOC research. First, we reviewed three basic…

This study explores the impact of Knowledge Management (KM) factors--knowledge acquisition (KAC), knowledge storage (KST), knowledge sharing (KSH), and knowledge application (KAP)--on the acceptance of Engineering Language Massive Open Online Courses (E-LMOOCs) by English as a foreign language (EFL) learners majoring in engineering sciences at…

This study examined how Chinese university English as a foreign language (EFL) students engaged in a language massive open online course (LMOOC) on source culture to meet their learning needs. Learning analytics data from 818 course participants revealed a funnel-shaped pattern of participation, with a significant decline in video-watching and…

The COVID-19 pandemic has notably increased the use of distance education, particularly in Türkiye's higher education English courses. Even after the normalisation process, compulsory English courses in Türkiye, the learners of which receive education in English for general purposes, are still being taught via distance education. Such a practice…

This study explores the effectiveness of a Blended Production-Oriented Approach (BPOA) in improving Self-Directed Learning (SDL) skills among English as a Foreign Language (EFL) learners. A quasi-experimental design with pre- and post-tests revealed significant enhancements in key SDL skills, including planning, strategy use, resource utilization,…

This qualitative phenomenological study investigates international instructors' perspectives and experiences in designing a successful language-based massive open online course (L-MOOC). Detailed information was gathered during Summer 2018 about the instructor's challenges and strategies through semi-structured interviews with seven participants…

In this study, we examined interaction behaviors between a small number of participants in two massive open online courses (MOOCs) and an FAQ chatbot, focusing on the participants' native language markers. We used a binary native language marker (non-native English user vs. native English user) to distinguish between two groups in this multiple…

This study analyzed linguistic errors as part of the Differentiated Distance Education of Turkish as a Foreign Language Project, which pursues the development of an adaptive MOOC for Turkish as a second language. Therefore, the Turkish CEFR (Common European Framework of Reference for Languages) A1-level writing exam papers of 177 learners were…

This study investigated participants' perceived attitudinal learning in language massive open online courses (LMOOCs). A mixed-method design was used to evaluate the attitudinal learning outcomes of 151 participants who completed the attitudinal learning questionnaire at the middle and end of the course, as well as 10 participants who participated…

There has been an exponential growth in Language Massive Open Online Courses (LMOOCs) in the past decade. LMOOCs have also become an emergent and topical area of research in CALL, in particular, vis-a-vis learners' perceptions and experiences. However, not much attention has been paid to analysing the features of LMOOCs. We argue that a systematic…

As a concept established on MOOC, SPOC has been used by many instructors in universities. Although SPOC-based flipped classroom instructional modes have been applied in many disciplines including English learning in China, no empirical study has tried to disentangle the application of the modes in teaching English pronunciation. This study reports…

This study explores the establishment and evolution of an informal online community, tracing how it developed and evolved. More specifically, the study analyzed the characteristics of the online space, as well as how members engaged within the community, including participation patterns, preferences, and opinions and identity construction. The…

This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty-three non-English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave…

English Language MOOCs (LMOOCs) employ multimodal resources to enhance second language learners' engagement and motivation. This study examined the multimodal instructional discourse in English LMOOCs in a Chinese MOOC platform, focusing on the rhetorical relations between the linguistic mode, termed verbiage, and two non-linguistic modes, namely…

While Massive Open Online Courses (MOOCs) are widely used in higher education, their application and effectiveness for high school students, especially English as a Foreign Language (EFL) learners grappling with language barriers in English-Medium Instruction environments, remain underexplored. There is a recognized gap in understanding how high…