Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions

It is empirically demonstrated that Language Massive Open Online Courses (LMOOCs) contribute to the development of learners’ foreign language (FL) competences. Thus, it is not surprising that these courses have experienced exponential growth over the last decade, being English as a foreign language...

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Detalles Bibliográficos
Autores: Cristofol Garcia, Blanca, Appel, Christine
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universitat Oberta de Catalunya (UOC)
Repositorio:O2, repositorio institucional de la UOC
OAI Identifier:oai:openaccess.uoc.edu:10609/150351
Acceso en línea:http://hdl.handle.net/10609/150351
https://doi.org/10.56498/72122021
Access Level:acceso abierto
Palabra clave:COVID-19 pandemic
engagement with the language (EWL)
language massive open online course (LMOOC)
online speaking interaction
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spelling Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive DimensionsCristofol Garcia, BlancaAppel, ChristineCOVID-19 pandemicengagement with the language (EWL)language massive open online course (LMOOC)online speaking interactionIt is empirically demonstrated that Language Massive Open Online Courses (LMOOCs) contribute to the development of learners’ foreign language (FL) competences. Thus, it is not surprising that these courses have experienced exponential growth over the last decade, being English as a foreign language (EFL) one of the most demanded subjects by LMOOC learners. However, LMOOCs face low learner engagement rates, which might be influenced by learners’ proximal and distal variables. The present study contributes to the understanding of learner engagement in an English as a FL (EFL) and Spanish as a FL (SFL) speaking LMOOC during the COVID-19 pandemic. First, it aims to understand to what extent learner engagement in the course varied during the pandemic emergency period. Second, it aims to identify the aspects of the course that promoted learner engagement, related to learners’ cognitive, affective and social dimensions. The research context is TandemMOOC, an EFL/SFL speaking LMOOC offered annually by the Universitat Oberta de Catalunya (Spain). Participants of the study were 2,585 enrolled learners in the TandemMOOC edition of 2019 or 2020. The study followed a mixed-method approach. First, data on learner participation was retrieved from the course system. Second, a post-course questionnaire with closed and open-ended items was administered to learners of the latter edition. Descriptive statistics on quantitative data and content analysis on qualitative data were carried out. Subsequent integration of findings showed that learner engagement in TandemMOOC increased during the COVID-19 pandemic, and revealed that aspects of the course linked to learners’ social dimension were the most engaging ones.Academics Education International Journals AEIJ202420242021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10609/150351https://doi.org/10.56498/72122021reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésEnglish As a Foreign Language International Journal, 1(2)https://doi.org/10.56498/72122021CC BYhttp://creativecommons.org/licenses/by/4.0/es/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1503512026-05-28T12:42:01Z
dc.title.none.fl_str_mv Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions
title Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions
spellingShingle Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions
Cristofol Garcia, Blanca
COVID-19 pandemic
engagement with the language (EWL)
language massive open online course (LMOOC)
online speaking interaction
title_short Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions
title_full Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions
title_fullStr Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions
title_full_unstemmed Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions
title_sort Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions
dc.creator.none.fl_str_mv Cristofol Garcia, Blanca
Appel, Christine
author Cristofol Garcia, Blanca
author_facet Cristofol Garcia, Blanca
Appel, Christine
author_role author
author2 Appel, Christine
author2_role author
dc.subject.none.fl_str_mv COVID-19 pandemic
engagement with the language (EWL)
language massive open online course (LMOOC)
online speaking interaction
topic COVID-19 pandemic
engagement with the language (EWL)
language massive open online course (LMOOC)
online speaking interaction
description It is empirically demonstrated that Language Massive Open Online Courses (LMOOCs) contribute to the development of learners’ foreign language (FL) competences. Thus, it is not surprising that these courses have experienced exponential growth over the last decade, being English as a foreign language (EFL) one of the most demanded subjects by LMOOC learners. However, LMOOCs face low learner engagement rates, which might be influenced by learners’ proximal and distal variables. The present study contributes to the understanding of learner engagement in an English as a FL (EFL) and Spanish as a FL (SFL) speaking LMOOC during the COVID-19 pandemic. First, it aims to understand to what extent learner engagement in the course varied during the pandemic emergency period. Second, it aims to identify the aspects of the course that promoted learner engagement, related to learners’ cognitive, affective and social dimensions. The research context is TandemMOOC, an EFL/SFL speaking LMOOC offered annually by the Universitat Oberta de Catalunya (Spain). Participants of the study were 2,585 enrolled learners in the TandemMOOC edition of 2019 or 2020. The study followed a mixed-method approach. First, data on learner participation was retrieved from the course system. Second, a post-course questionnaire with closed and open-ended items was administered to learners of the latter edition. Descriptive statistics on quantitative data and content analysis on qualitative data were carried out. Subsequent integration of findings showed that learner engagement in TandemMOOC increased during the COVID-19 pandemic, and revealed that aspects of the course linked to learners’ social dimension were the most engaging ones.
publishDate 2021
dc.date.none.fl_str_mv 2021
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10609/150351
https://doi.org/10.56498/72122021
url http://hdl.handle.net/10609/150351
https://doi.org/10.56498/72122021
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv English As a Foreign Language International Journal, 1(2)
https://doi.org/10.56498/72122021
dc.rights.none.fl_str_mv CC BY
http://creativecommons.org/licenses/by/4.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC BY
http://creativecommons.org/licenses/by/4.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Academics Education International Journals AEIJ
publisher.none.fl_str_mv Academics Education International Journals AEIJ
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
repository.name.fl_str_mv
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