A Systematic Review of Empirical LMOOC Publications (2014-2021).
This paper presents the results of a systemic review of empirical Language Massive Open Online Course (LMOOC) publications from 2014 to 2021, by identifying their research foci, types of technology platforms, target language skills/components, pros and cons, as well as future research trends through...
| Publicado en: | Journal of Research in Applied Linguistics Vol. 16; no. 1; pp. 90 - 105 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Shahid Chamran University of Ahvaz
2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=184465578&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 184465578 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 23453303 MSH9 jtl: Journal of Research in Applied Linguistics issn: 23453303 maglogo: N pubinfo: dt: 2025 vid: 16 iid: 1 pid: 62983 pub: Shahid Chamran University of Ahvaz artinfo: ui: 184465578 10.22055/RALS.2023.44703.3138 ppf: 90 ppct: 15 formats: tig: atl: A Systematic Review of Empirical LMOOC Publications (2014-2021). aug: au: Mashhadi, Amir Dehghani, Hoora Bárcena, Elena affil: Department of English Language and Literature, Shahid Chamran University of Ahvaz, Ahvaz, Iran Islamic Azad University, North Tehran Branch, Tehran, Iran Department of English Language, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain su: Massive open online courses Publications Descriptive statistics Computer assisted language instruction Educational technology sug: subj: Massive open online courses Publications Descriptive statistics Computer assisted language instruction Educational technology keyword: Empirical LMOOCs Future Trends Pros and Cons Research Focus Systematic Review Target Language Skills Technology ab: This paper presents the results of a systemic review of empirical Language Massive Open Online Course (LMOOC) publications from 2014 to 2021, by identifying their research foci, types of technology platforms, target language skills/components, pros and cons, as well as future research trends through 4 databases, namely Google Scholar, ERIC, Taylor & Francis, and Scopus. A descriptive statistical approach was used to conduct a systemic analysis of 60 empirical LMOOC studies including peer-reviewed articles and book chapters. Thirty-two empirical LMOOC conference papers were also added to expand the qualitative data of the research using thematic data analysis. In the empirical LMOOCs analyzed, Spain and China were found to be the most prolific countries in terms of publications. Most publications were journal articles, mostly published in Computer Assisted Language Learning, among others. From institutions publishing empirical LMOOCs, Universidad Nacional de Educación a Distancia in Spain had the highest number of publications. With most publications having, at least, 2 authors, these studies were collaborative in nature. Considering their research foci and analysis methods, most studies were student and design-focused using mixed-methods approaches. As for the data collection methods, descriptive statistics were used the most frequently, followed by inferential statistics, content analysis, and social network. Audiovisual tools stood out among other technology platforms and almost half of the studies focused on the overall language proficiency. Implications of findings for language education are discussed in terms of the pros and cons and future trends of empirical LMOOC studies. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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