Understanding learner autonomy through MOOC-supported blended learning environments: An investigation into Chinese MA ELT students’ beliefs
| Published | June 2018 |
| Book title | Flipping the blend through MOOCs, MALL and OIL – new directions in CALL Chapter 5, Pages 33-40 |
| Publisher | Research-publishing.net |
| Editors | Orsini-Jones, Marina and Smith, Simon |
| Country | United 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 |
| Refereed | Yes |
| Rights | This 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) |
| DOI | 10.14705/rpnet.2018.23.788 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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