@inbook {
	title = {MOOCs in the language classroom: Using MOOCs as complementary materials to support self-regulated language learning},
	author = {Barbara Conde Gafaro and Tomei, Lawrence and Andujar, Alberto},
	editor = {A. Andujar},
	publisher = {Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning},
	volume = {91820152014},
	pages = {194-211},
	year = {2019},
	month = {10/2019},
	address = {Hershey, PA},
	issn = {2326-8913},
	keywords = {blended learning, Class Central, Connectivist pedagogy, flipped learning, LMOOCs, MOOC providers, OER, self-regulatory strategies},
	abstract = {In this chapter, the author discusses the role of Massive Open Online Courses (MOOCs) in the field of foreign language education. It examines the relationship between MOOCs and self-regulated learning, and goes on to explore the repurposing of content-based MOOCs as complementary materials to foster students' self-regulated behaviour and practice of the target language inside and out the language classroom. A research project that has explored self-regulated language learning in a blended context with content-based MOOCs is also discussed here, with particular reference to the self-regulatory strategies employed by a group of language students at University level. A series of recommendations that supports the use of content-based MOOCs as part of face-to-face language courses are provided at the end of this chapter.},
	url = {https://www.igi-global.com/chapter/moocs-in-the-language-classroom/238666},
	doi = {10.4018/978-1-7998-1097-1.ch009},
	refereed = {yes},
}