Learners’ perspectives on interaction in a language MOOC

Abstract

This study examines how 136 language learners interacted with other learners in and out of a Language MOOC on English presentation. t also investigates the learner-reported reasons that encourage them to interact, and that prevent them from interacting with other learners. The results demonstrate that the level of learner–learner interaction was quite low in the LMOOC overall. More active learners cited a sense of belonging to the group and confidence in their English ability as the reasons for interacting with others, and less active learners reported a preference for F2F (face-to-face) interaction, lack of time and lack of English proficiency as factors preventing them from doing so. Learners also reported frequent use of personal communication tools to interact with other learners outside of the LMOOC. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research.