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Understanding learner autonomy through MOOC-supported blended learning environments: An investigation into Chinese MA ELT students’ beliefs
Jiao, Yan

PublishedJune 2018
Book titleFlipping the blend through MOOCs, MALL and OIL – new directions in CALL
Chapter 5, Pages 33-40
PublisherResearch-publishing.net
EditorsOrsini-Jones, Marina and Smith, Simon
CountryUnited Kingdom, Europe

ABSTRACT
This short paper attempts to investigate how the FutureLearn2 Massive Open Online Course (MOOC) blend, integrated into the module Theories, Methods, and Approaches of Language Learning and Teaching on the Master of Arts (MA) in English Language Teaching and Applied Linguistics at Coventry University, affected Chinese MA students’ perceptions of learner autonomy and their teaching practice. The findings are supported by the data collected from an online survey, individual semi-structured interviews, and Video Stimulated Recall (VSR) interviews based on microteaching practices carried out by participants for the module Teaching English in Higher Education. The study identified a gap between experienced teachers’ theoretical beliefs on learner autonomy and their microteaching practice, which could be influenced by their prior teaching experience in the traditional teacher-centred Chinese educational context.

Keywords beliefs · chinese ELT · learner autonomy · MOOC-supported blended learning environment · practice

RefereedYes
RightsThis article is published under the Attribution (CC BY) licence. The CC BY licence lets others distribute, remix, tweak, and build upon authors’ work, even commercially, as long as they credit authors for the original creation.Attribution 4.0 International (CC BY 4.0)
DOI10.14705/rpnet.2018.23.788
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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