@article{oai:bunkyo.repo.nii.ac.jp:00008117,
 author = {鷲麗美知, ゾラナ and ワシレビッチ, ゾラナ},
 issue = {1},
 journal = {文学部紀要, Bulletin of the Faculty of Language and Literature},
 month = {2022-09-30, 2023-01-27},
 note = {The present study examines applications of MOOC-based pedagogy to language teaching. After an overview of the core MOOC concepts and principles, the paper provides a critical analysis of six MOOCs for learners of Spanish as a foreign language. The courses are evaluated from the learners’ perspective on criteria such as target level, materials, language support, learner collaboration, and assessment. The results of the analysis show that the majority of LMOOCs are set as general beginners’ courses, but their level of difficulty varies significantly. The same is true of the learners who sign up for these courses. Courses tend to be teacher-centered and rely on explicit instruction. Instructional videos often feel dry and impersonal and are sometimes difficult to follow due to the large amount of information that learners are expected to memorize. Sample dialogues come across as artificial, and example sentences used to illustrate grammar rules are often decontextualized. Practice activities tend to be rather mechanical. While lecture transcripts may be available in several languages, language support is usually provided in English. Forum interaction is limited and often superficial. Progress quizzes usually consist of multiple-choice questions or matching activities. Graded assignments rely heavily on peer feedback, which is often insufficient and sometimes unclear and even incorrect. Access to final exams is limited to paying students only. The paper ends with examples of LMOOCs that are perceived as more learner-engaging and pedagogically effective, and offers some practical suggestions for further development of LMOOCs and their possible integration into the traditional language programs.},
 pages = {39--83},
 title = {Language MOOCs : Expectations and Reality},
 volume = {36},
 year = {}
}