The Role of MOOCs in the Learning of Languages: Lessons From a Beginners’ English Course

• Rubén Chacón-Beltrán ^[1]
  1. [1] Universidad Nacional de Educación a Distancia

     Universidad Nacional de Educación a Distancia

     Madrid, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 28, 2017, págs. 23-35
• Idioma: inglés
• DOI: 10.30827/digibug.54001
• Títulos paralelos:
  • El papel de los MOOCs en el aprendizaje de lenguas: revelaciones de un curso de inglés para principiantes
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Este artículo comienza analizando las características distintivas de los nuevos cursos MOOC, cursos masivos en abierto y online, que siguen una metodología novedosa por su potencial para la enseñanza/aprendizaje de idiomas de forma autodirigida y a distancia.

    Se describe un estudio con un grupo numeroso de estudiantes en dos ediciones de un curso de iniciación para el aprendizaje del inglés como Lengua Extranjera. Seguidamente se han llevado a cabo sendos análisis cualitativo y cuantitativo de los resultados obtenidos. Se parte de la experiencia de un curso con una alta aceptación para indagar en las características que debe tener de forma genérica un MOOC y proporcionar consejos que puedan resultar de interés para otros docentes y/o investigadores.

  • English

    This paper begins by analysing the features of MOOCs - massive open online courses which offer innovative methodological possibilities for the distance teaching and learning of languages. A study with a large cohort of students enrolled in two separate editions of a beginners’ English course was carried out. The results are analysed both quantitatively and qualitatively and conclusions pertinent to the MOOC teaching and learning paradigm are discussed. The teaching and learning experience in a MOOC with high levels of student participation and acceptance is described and some methodological support for teachers and researchers thinking of using this teaching methodology is offered.

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