Browser Language Preferences as a Metric for Identifying ESL Speakers in MOOCs

Abstract

Open access and low cost make Massively Open Online Courses (MOOCs) an attractive learning platform for students all over the world. However, the majority of MOOCs are deployed in English, which can pose an accessibility problem for students with English as a Second Language (ESL). In order to design appropriate interventions for ESL speakers, it is important to correctly identify these students using a method that is scalable to the high number of MOOC enrollees. Our findings suggest that a new metric, browser language preference, may be better than the commonly-used IP address for inferring whether or not a student is ESL.