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MOOCs in the language classroom: Using MOOCs as complementary materials to support self-regulated language learning
Barbara Conde Gafaro · Tomei, Lawrence [secondary] · Andujar, Alberto [secondary]

PublishedOctober 2019
PeriodicalVolume 91820152014, Chapter 9, Pages 194-211
PublisherRecent Tools for Computer- and Mobile-Assisted Foreign Language Learning, IGI Global
EditorA. Andujar

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.

Keywords blended learning · Class Central · Connectivist pedagogy · flipped learning · LMOOCs · MOOC providers · OER · self-regulatory strategies

Published atHershey, PA
ISSN2326-8913
RefereedYes
RightsCopyright © 1988-2019, IGI Global - All Rights Reserved
DOI10.4018/978-1-7998-1097-1.ch009
URLhttps://www.igi-global.com/chapter/moocs-in-the-language-classroom/238666
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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