Students' Engagement and Learning Process in Non-Language Focused MOOCs for EFL Purpose

摘要

This study, under the theoretical framework of the Carroll model of school learning, aims to explore students' engagement and learning process in blended EFL context with non-language focused MOOCs as learning materials with ethnography study as the research method. 75 students were asked to participate in a three-month Coursera non-language course, besides originally planned lessons in college English class. Two of participants were purposefully selected for interview after completion of the online course, and their documents, assignments, projects, journals, chatting log were also collected for this qualitative research. The findings are positive: Certain non-EFL Coursera course is able to improve student's sense of English, and the experience can be considered useful supplement to training for English tests. Traditional teachers as well as MOOC providers may offer more instructions including time management, enhancement of willpower so that students will be more comfortable in getting used to the new paradigm.