MOOC (MASSIVE OPEN ONLINE COURSES) AS AN ADVANCED TECHNIQUE TO STUDY ENGLISH LANGUAGE

Authors

  • Inas Kamal Yaseen College of Basic Education, Al-Mustansiriyah University, Baghdad, Iraq
  • Çağlar Demir School of Foreign Languages, Balıkesir University, Turkey

DOI:

https://doi.org/10.46827/ejel.v6i4.3689

Keywords:

(MOOC) Massive Open Online Courses, English language, advanced technique of study

Abstract

This study tries to shed lights on the most updated technique that has been used nowadays to study variety of disciplines and English in particular. MOOC (Massive Open Online Courses) is a trendy term come to exist in the very recent dates, where learners can use technology and internet to learn from vital online recorded or live platforms assured by granted well organized resources or foundations that provide knowledge for free or not. This research tries to investigate the awareness of Iraqi English teachers to MOOCs by making a questionnaire to English language college teachers from different disciplines and universities in Baghdad during the academic year 2018-2019. The sample of this study includes 35 English language college teachers. According to the findings of this study, the researcher considered the weighted mean 50% and 68% as an item that gain low positive attitude from teachers. Consequently, three items were gaining high attitude from teachers.

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Author Biographies

  • Inas Kamal Yaseen, College of Basic Education, Al-Mustansiriyah University, Baghdad, Iraq
    Inas Kamal Yaseen is an English instructor at Al Mustansiriyah University / College of Basic Education – English Department from. Holds a master degree in Methods of Teaching English with a real concern of research writing and technology implementing in education. Some of the author published works are a descriptive study under the title (Investigating Teachers Attitudes towards Using Visual Aids in Developing Vocabulary) with an experimental study under the title (The effect of Using Gradual Release of Responsibility Teaching Model on Iraqi Non-EFL College Student’s Achievements in Reading Comprehension) also a participation in a research under the title (The effect of Using Index Card Games on Iraqi EFL Pupils' Performance in Conversation) and a published study in Missan Academic Journal with the title (Dictogloss as a Comprehensive Teaching Technique to Use with EFL Iraqi College Students).
  • Çağlar Demir, School of Foreign Languages, Balıkesir University, Turkey
    Dr. Çağlar Demir works as an English Instructor at Balıkesir University, School of Foreign Languages. His research interests are English language education, English teaching methods, Context analysis of Postgraduate theses and English literature, gender studies. He is also the author of the book ‘Elizabeth Gaskell and Feminism.’

References

Bowden, S. (2019). Beginners Guide to Massive Open Online Courses (MOOCs), https://www.classcentral.com/help/moocs/.

European Commission (2014). Report on Web Skills Survey: Support Services to Foster Web Talent in Europe by Encouraging the use of MOOCs Focused on web Talent First Interim Report. Available online: http://openeducationeuropa.eu/sites/default/files/MOOCs-for-web-skillssurvey-report.pdf (accessed on 22 January 2015).

Gronland, Norman E. (1976). Measurement and Evaluation in Teaching, 3rd, Ed., New York and London: Macmillan Publishing Co. and Coller Macmillan Publisher.

Harrocks, J. and Schannover, T. (1968). Measurement for Teachers. Comlumbus: Charles E. Merrill Publishing Company.

Hughes, A. (1989). Testing for Language Teacher. Cambridge: Cambridge University Press.

Zhang, K., Bonk, C. J., Reeves, T. C., & Reynolds, T. H. (Eds.). (2020). MOOCs and open education in the Global South: Challenges, successes, and opportunities. NY: Routledge. DOI: https://doi.org/10.4324/9780429398919.

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Published

2021-04-20

Issue

Vol. 6 No. 4 (2021)

Section

Articles

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