Abstract

The present study aims to investigate key strategies LMOOC instructors use to enhance learner engagement, their perceptions of effective LMOOC teaching, and the major challenges they face. A sequential mixed methods approach using quantitative and qualitative methods was used. A sample of ten LMOOC instructors participated in the online questionnaire and four interviews were conducted. Content analysis on four top rated LMOOCs was conducted to further validate engagement strategies used. Quantitative results were analyzed using descriptive statistics. Qualitative data was divided into themes. The results concluded that the top three engagement strategy themes were interaction, participation, and content. Overall, LMOOC instructors perceived their role as an instructor, previous training and teaching experiences, pedagogies and content important to the effectiveness of their LMOOC. Instructors perceived LMOOCs to be effective in language learning, yet perhaps not as effective as a traditional language classroom. The most common challenges that were supported by both the online questionnaires and the instructor interviews were: pedagogical and platform limitations, variation of learners’ background and proficiency level, dropout rate, and engagement of learners. This research paper has ultimately contributed to the lack of studies on LMOOCs, coverage of instructors’ perceptions literature, and potential future influences of LMOOCs into the current online education situation and help better prepare instructors and educational policy makers of future course offerings.

Department

Applied Linguistics Department

Degree Name

MA in Teaching English to Speakers of Other Languages

Graduation Date

Spring 6-11-2020

Submission Date

June 2020

First Advisor

Gebril, Atta

Second Advisor

NA

Third Advisor

NA

Committee Member 1

Bali, Maha

Committee Member 2

Salah El-Din, Yasmine

Committee Member 3

NA

Extent

107 p.

Document Type

Master's Thesis

Library of Congress Subject Heading 1

Teaching English as a Foreign Language

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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