Integrating MOOCs in Formal Education: To Unveil EFL University Students' Self-Learning in Terms of English Proficiency and Intercultural Communicative Competence

Autor/in	Huang, Ophelia H. L.
Titel	Integrating MOOCs in Formal Education: To Unveil EFL University Students' Self-Learning in Terms of English Proficiency and Intercultural Communicative Competence
Quelle	In: International Education Studies, 15 (2022) 3, S.130-139 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; MOOCs; Blended Learning; Communicative Competence (Languages); Video Technology; Intercultural Communication; Computer Assisted Testing; Language Tests; Medical Students; English for Academic Purposes; Language Proficiency; Public Speaking; Elective Courses; Independent Study; Student Attitudes; Scoring Rubrics; Oral Language; Teaching Methods; Foreign Countries; Taiwan; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Interkulturelle Kommunikation; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Vortrag; Elective course; Wahlkurs; Selbststudium; Schülerverhalten; Scoring formulas; Auswertungsbogen; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	This study employed a blended learning approach to investigate 98 medical university EFL students' perceptions and analyzed the learning trajectory of their LMOOCs in formal education. Meanwhile, Byram's (1997) intercultural communicative competence (ICC) model was adopted to explore if students' English proficiency and ICC abilities could enhance or hinder their LMOOCs. Participants of this elective two-credit course, "English Presentation Skills," were all required to complete one LMOOCs course to earn official certificates for the credits. Questionnaires about self-learning background and intercultural communicative competence, weekly reflections on self-learning, assistant-student interviews, and personal presentations at the final stage are conducted to test the consistency between student self-evaluation and class performance. The rubric of the TOEFL iBT Test was adopted to evaluate students' oral expression. Video clips collected in class were analyzed to track the differences in students' target skills. Findings revealed that before integrating LMOOCs in formal education, it is essential for instructors to equip students with enough self-learning skills through orientations and stress time management in MOOCs learning strategies, and scaffold sufficient English communication skills before students are thrown to sink or swim on their won. A revised version of the ICC model was proposed at the end (the context may vary) in the hope of drawing more attention and voice to this research area. The integration of LMOOCs in formal education, be it for language teaching or self-learning, should be directed toward the level of "precision instruction" in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01