The effectiveness of LMOOCs on participants’ attitudinal learning

Abstract

AbstractThis study investigated participants’ perceived attitudinal learning in language massive open online courses (LMOOCs). A mixed-method design was used to evaluate the attitudinal learning outcomes of 151 participants who completed the attitudinal learning questionnaire at the middle and end of the course, as well as 10 participants who participated in interviews. The questionnaire was used to measure four areas of attitudinal learning: cognitive, affective, behavioural and social. Results showed that participants perceived positive learning outcomes in cognitive learning, behavioural learning and social learning, providing insights into evidence that an LMOOC can be a useful tool to support positive attitudinal learning toward learning Chinese language and culture. Special attention should be paid to designing and facilitating LMOOCs in various contexts to further understand language learners and their attitudes.Keywords: Attitudinal learninglanguage MOOC (LMOOC)mixed methods designlanguage learnerscross-cultural communication AcknowledgmentsThe authors thank Paz Díez-Arcón for her valuable comments and suggestions. The authors also extend our heartfelt thanks to the anonymous reviewers for their constructive feedback and suggestions, which have significantly contributed to the improvement of this manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe datasets generated and analyzed during the study are available from the corresponding author on reasonable request. The data are not publicly available due to ethical restrictions related to the privacy of research participants.Additional informationFundingThis work was supported by the major project of the National Social Science Fund of China under Grant [No. 22&ZD317] and collaborative project between Hubei Province and the Huazhong University of Science and Technology under Grant [No. 2021F06].