OER Knowledge CloudConference ProceedingsDuru, IsmailSunar, Ayse SalihaDogan, GulustanWhite, SuKloos, Carlos DelgadoJermann, PatrickPérez-Sanagustín, MarSeaton, Daniel T.White, SuIn this study, we aim to analyse English as a Second Language (ESL) and English as a First Language (EFL) MOOC participants' engagements in a MOOC. We aim to find out key points which directly effect learners' dropout and performance in MOOCs. We worked on a FutureLearn data which is provided by the University of Southampton. The course is Understanding Language: Learning and Teaching MOOC that was run between 2016-04-04 and 2016-05-02 is chosen for the analysis. According to the results, it is very challenging to identify who is a second language English speaker by using their location information. One of the important findings is that first language English speakers wrote longer comments. In order to identify strategies for ESL MOOC participants, which is one of the ultimate goal of our research, there is a need for much deeper analyses.20172017/05Springer International Publishing110254188-196Spainhttps://doi.org/10.1007/978-3-319-59044-8_22https://link.springer.com/chapter/10.1007/978-3-319-59044-8_22978-3-319-59044-8yesdropoutlearner behaviourMOOConline learningpredictive modelssecond language English speakershttps://link.springer.com/chapter/10.1007/978-3-319-59044-8_22Madrid, Spain, Europe