Relevant bibliographies by topics / Language MOOC

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language MOOC'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Language MOOC"

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Kim, Sungsook, and Sungjo Kim. "A Case Study of Developing Korean Language Education Model in MOOC: Global MOOC and K-MOOC." Teaching Korean as a Foreign Language 44 (June 30, 2016): 85–129. http://dx.doi.org/10.21716/tkfl.44.4.

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Rovira-Collado, José, Mónica Ruiz-Bañuls, and Copelia Mateo-Guillen. "An L-MOOC to Improve Communicative Competence: From Blended Learning to OERs in the University Classroom." Education Sciences 13, no. 7 (2023): 655. http://dx.doi.org/10.3390/educsci13070655.

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Language MOOCs (L-MOOCs) are the MOOCs (Massive Open Online Courses) that focus on language learning. They may often present several problems in their design and development, such as their feasibility to improve students’ linguistic levels or in their materials’ adequacy and variety. Many of these courses have subsequently become Open Educational Resources (OERs), and their activities can be implemented in different learning situations. Our paper discusses the evaluation of the integration of the L-MOOC titled “Learn academic Spanish” (Aprende español académico) into existing curricula and the
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Sarré, Cédric, Poppy Skarli, and Anna Turula. "The pedagogy of languages for specific purposes: Developing key professional competences through a massive open online course for language teachers." Inovacije u nastavi 34, no. 4 (2021): 13–35. http://dx.doi.org/10.5937/inovacije2104013s.

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Although MOOCs dedicated to the teaching and learning of languages - Language MOOCs known as LMOOCs in the published literature - have gained popularity since 2008, this is not the case for language teacher education courses which are still rarely delivered in the form of MOOCs. Unsurprisingly, very little is therefore known about the effectiveness of such courses for Continuing Professional Development (CPD) and initial language teacher education. To fill this gap, a study was carried out based on a MOOC addressing the needs of current and prospective teachers of languages for specific purpos
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Escudeiro, Paula, Bruno Galasso, Dirceu Teixeira, Márcia Campos Gouveia, and Nuno Escudeiro. "Inclusive MOOC – educational content for deaf people, a Portuguese proof of concept." Cypriot Journal of Educational Sciences 17, no. 4 (2022): 1269–87. http://dx.doi.org/10.18844/cjes.v17i4.7151.

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 The communication gap between deaf and non-deaf communities arises due to the use of distinct mother languages. A deaf student, who used to communicate in sign language, cannot read fluently materials written in spoken language. This fact causes serious difficulties to deaf students since most didactic materials in higher education are available exclusively in spoken languages. In this paper, we propose a pedagogical model to deliver educational materials in sign language aiming to provide deaf students the same conditions to succeed as the others, i.e., didactical materials available i
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Orsini-Jones, Marina, Bin Zou, Yuanyan Hu, and Li Wei. "Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 4 (2017): 1–14. http://dx.doi.org/10.4018/ijcallt.2017100101.

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This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling' teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language Teaching Research Award) project, the study involved: a. the administration of a pre-MOOC survey relating to teachers' beliefs towards online learning in general and MOOCs in particular; b. ‘learning by doing': taking part in a FutureLearn MOOC; c. re
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Perifanou, Maria, and Anastasios A. Economides. "The Landscape of MOOC Platforms Worldwide." International Review of Research in Open and Distributed Learning 23, no. 3 (2022): 104–33. http://dx.doi.org/10.19173/irrodl.v23i3.6294.

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Previous studies have mainly investigated major massive open online course (MOOC) platforms such as Coursera, edX, and Udemy. This study used 21 metrics to explore 35 MOOC platforms from across the world. Five Web analytics tools were used to analyze these MOOC platforms using data from MOOC platform directories and exploration of platform sites. The findings revealed that many universities, companies, and organizations have cooperated with the platforms and provided MOOCs through them. Major global platforms have offered thousands of MOOCs while regional platforms were more likely to have off
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Guo, Xiaohua, and Noor Mala Ibrahim. "Engagement Markers in EFL MOOC Lectures in Chinese Universities." International Journal of Information and Education Technology 13, no. 12 (2023): 1850–57. http://dx.doi.org/10.18178/ijiet.2023.13.12.1998.

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Effective engagement is a crucial aspect of teaching and learning, particularly in online environments such as Massive Open Online Courses (MOOCs), where face-to-face interaction is limited. However, there is minimal research on how instructors employ language to engage students within MOOCs. In this regard, the concept of engagement markers becomes invaluable. These linguistic devices facilitate interaction between speakers and their online audiences. This study involves an analysis utilizing a self-built corpus of English as a Foreign Language (EFL) MOOC lectures offered by Chinese universit
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Katalkina, Natalia Anatolyevna, and Elena Anatolyevna Ripacheva. "Linguistic-pragmatic characterization of annotations of massive open online courses (based on the German language)." Philology. Issues of Theory and Practice 17, no. 2 (2024): 626–34. http://dx.doi.org/10.30853/phil20240090.

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The aim of the research is to provide a linguistic-pragmatic characterization of annotations of Massive Open Online Courses (MOOCs) as a type of text. The article analyzes the semantic and linguistic content of the elements comprising MOOC annotations. The scientific novelty of the study lies in offering a comprehensive linguistic characterization of MOOC annotations in the German language for the first time. The research findings establish that MOOC annotations are secondary reproductive texts that provide a recipient with brief information about the content and structure of the primary MOOC
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Fuchs, Carolin. "Cultural and Contextual Affordances in Language MOOCs." International Journal of Online Pedagogy and Course Design 10, no. 2 (2020): 48–60. http://dx.doi.org/10.4018/ijopcd.2020040104.

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This case study explores cultural and contextual affordances in language massive open online courses (LMOOCs), especially the extent to which an LMOOC effectively promotes optimal language learning. Participants included 15 language student teachers of English as a second or foreign language in a spring technology elective course at a private university on the East Coast. Student teachers enrolled in language MOOCs and tracked and evaluated their learning process and progress through weekly logs and surveys. Data was collected from weekly reflection logs and pre- and post-surveys. Results indi
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Kim, Woomee L., Jered Borup, Joan Kang Shin, and Anna S. Evmenova. "Enhancing Global Teacher Professional Development Through MOOC Camps: Case Studies From Brazil, Vietnam, and Peru." Journal of Technology and Teacher Education 31, no. 2 (2023): 137–65. https://doi.org/10.70725/781801sriviz.

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Massive Open Online Courses (MOOCs) can provide important professional learning opportunities for teachers throughout the world. Despite high enrollment rates, learner engagement in MOOCs has been generally low, as reflected in their low completion rates. This is in part due to a combination of high flexibility and limited support and accountability that MOOCs commonly offer. New support systems such blended MOOCs (bMOOCs) allow participants to attend in-person sessions, commonly called MOOC camps, that have the potential to increase learner engagement. MOOC camps can also help teachers to sit
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Dissertations / Theses on the topic "Language MOOC"

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Shaker, T. (Tharwat). "Promoting engagement in self-paced online language courses:a case study in the context of a MOOC for Learning Arabic." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201811103018.

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Student academic engagement is a very essential aspect of learning and is known to have a direct positive influence on the quality of learning outcomes as well as performance and retention. Thus, promoting opportunities for better engagement in online learning can potentially lead to increased learning. The concept of engagement in the literature overlaps with other concepts such as motivation, self-efficacy, and self-regulation which has some commonalities and differences. Engagement is an immensely complicated phenomenon incorporating students’ emotions, cognition, and behaviors, and is larg
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Galstyan, Sargsyan Ruzan. "Towards the Development of an Effective Online Language Learning Model in a University Environment." Doctoral thesis, Universitat Politècnica de València, 2019. http://hdl.handle.net/10251/117609.

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[ES] Esta tesis documenta el progreso hacia un modelo de aprendizaje de lenguas online. A pesar de las recientes innovaciones en el aprendizaje online, se necesita un conocimiento más profundo de lo que significa aprender online para poder garantizar que la experiencia del aprendizaje de lenguas sea mejor para todos. Los estudiantes a menudo se sienten abrumados con la tecnología a expensas de una pedagogía adecuada. Esta tesis explora la naturaleza de aprender una lengua online. El estudio investiga cómo los recientes avances tecnológicos han propiciado que el aprendizaje de una lengua se est
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Newhall, Christina Laree, and Christina Laree Newhall. "Mood Marking in Unangam Tunuu." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621171.

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Unangam Tunuu has been recorded since the early days of contact in the mid 1700s; it is the sole representative of the 'Aleut' branch in the Eskimo-Aleut language family, and though it shares certain features with Yupik, Inuktitut and other Eskimo languages, it is distinct and employs a host of unique strategies to convey meaning. In this paper I will give an overview of the language, Unangam Tunuu, and background of the Indigenous people who speak it. I will also give a brief overview of the grammatical category of mood, discuss how mood is traditionally understood to function in European lan
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Felton, Adam. "The effect of mood on language interpretation." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/400.

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Bernard, Jared. "DEPRESSION, LANGUAGE, AND AFFECT: AN EXAMINATION OF THE INFLUENCE OF BASELINE DEPRESSION AND AFFECT INDUCTION ON LANGUAGE." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/842.

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A substantial body of literature suggests that depression influences how individuals communicate. Much of this work utilizes cognitive frameworks to explain observed differences in language of those with increased depression, as language is traditionally viewed as a cognitive process. Although cognitive models somewhat explain these observed patterns in language, an increasing amount of literature also recognizes the interconnectivity between cognition and affect. Currently, no studies examine the impact of affect on language. Thus, the current study sought to address this gap in the litera
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Ahmad, Moinuddin. "MOOIDE : natural language interface for programming MOO environments." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46575.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008.<br>Includes bibliographical references (leaves 69-70).<br>MOOIDE is an interface to allow novice users to program a MOO environment using natural language. Programming the MOO involves a variety of tasks like creating objects and their states, assigning verb actions to objects, and programming behavior that changes states of objects and generates messages. Once the MOO is programmed, other users can interact with the objects for entertainment or educational purpo
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Ben, Ayed Hela. "Mood and functional projections." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82828.

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In this dissertation, I investigate the structural representation of mood in a Minimalist framework. This investigation is based on the study of mood particles in Modern Standard Arabic and the way they interact with (i) the verb and (ii) negation. Arabic subjunctive particles are compared to subjunctive Balkan particles.<br>The main suggestion is that Arabic clause structure involves an inflectional projection Modal Phrase (ModP) that hosts the subjunctive particle ?an as well as other mood particles all of which check verbal mood morphology through the operation Agree.<br>The subjunct
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Gregory, Amy Ellen. "A discourse-pragmatic analysis of indicative and subjunctive mood use in Costa Rican Spanish /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Zhang, Qing. "Non-native speakers and virtual language learning environment : user behaviours and social discourse." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288506.

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Gudmestad, Aarnes. "Acquiring a variable structure an interlanguage analysis of second-language mood use in Spanish /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319918.

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Thesis (Ph.D.)--Indiana University, Dept. of Spanish and Portuguese, 2008.<br>Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3130. Adviser: Kimberly L. Geesin.
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Books on the topic "Language MOOC"

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Harchenko, Vera. Mood language. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1831656.

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In the monograph, mood is considered as a derivative of its components: travel, theater, pets, reading, replenishing collections, painting. The deficit of hard work and daily creative perception as the most important components of mood is emphasized. Much attention in creating a good mood is paid to conversational, and especially lively, creative speech.&#x0D; For linguists and a wide range of readers.
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Monje, Elena Martin, and Elena Bárcena Madera, eds. Language MOOCs: Providing Learning, Transcending Boundaries. DE GRUYTER OPEN, 2014. http://dx.doi.org/10.2478/9783110420067.

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Rothstein, Björn, and Rolf Thieroff, eds. Mood in the Languages of Europe. John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/slcs.120.

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Azizyan, Svetlana. Mood. [publisher not identified], 2006.

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Weinstein, Ellen. Everywhere the cow says "Moo!". Boyds Mills Press, 2008.

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Thao, Paoze. Kevcai siv lug Moob =: Foundations of Mong language. PT Pub., 1997.

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Donohue, David. Moon man. Egmont, 2006.

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Parmelee, Morris Edward. Subjunctive in independent sentences in Plautus. Gorgias Press, 2009.

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Becher, Marlis. Der Konjunktiv der indirekten Redewiedergabe: Eine linguistische Analyse der "Skizze eines Verunglückten" von Uwe Johnson. G. Olms, 1989.

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Ontario Institute for Studies in Education. Modern Language Center. Wild goose moon. Fitzhenry & Whiteside, 1988.

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Book chapters on the topic "Language MOOC"

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El Harrak, Othman, and Jaber El Bouhdidi. "MOOC Video Classification Using Natural Language Processing and Machine Learning Model." In Proceedings of the 8th International Conference on Advanced Intelligent Systems and Informatics 2022. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20601-6_7.

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Deng, Zhengyan. "Research on MOOC Teaching of College Second Foreign Language Courses Based on SPSS Software." In Proceedings of the 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-024-4_115.

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Hashim, Hasmaini, Sazilah Salam, and Siti Nurul Mahfuzah Mohamad. "An Investigation of Learner Characteristics that Use Massive Open Online Courses (MOOC) in Learning Second Language." In Intelligent and Interactive Computing. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6031-2_7.

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Hashim, H., S. Salam, S. N. M. Mohamad, K. M. Cheong, and P. E. Tan. "An Adaptive Self-assessment Model for Improving Student Performance in Language Learning Using Massive Open Online Course (MOOC)." In Embracing Industry 4.0. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6025-5_1.

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Huangsuwan, Karin, Nagul Cooharojananone, Proadpran Punyabukkana, Atiwong Suchato, Yupin Puangngam, and Pattamon Bunram. "Enhancing Learner Engagement in Chulalongkorn University MOOC Computing Courses: Insights from Behavioral Trends and Analyses of Multiple Large Language Models." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-98197-5_43.

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Wang, Yousheng. "Constructing the ideological and political teaching system of the Trinity course of “Classroom-Mooc-Experiment”-taking the basic course of computer software as an example." In Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023). Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-214-9_76.

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Maurer, Philippe. "Subjunctive Mood in Papiamentu." In Creole Language Library. John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cll.11.22mau.

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Sigurdsson, Halldór Ármann. "Mood in Icelandic." In Studies in Language Companion Series. John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/slcs.120.02arm.

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Eide, Kristin Melum. "Mood in Norwegian." In Studies in Language Companion Series. John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/slcs.120.03eid.

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Rothstein, Björn. "Mood in Swedish." In Studies in Language Companion Series. John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/slcs.120.04rot.

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Conference papers on the topic "Language MOOC"

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Wu, Yun, Shuangbo Cao, Tianyue Liu, and Xiao Yang. "Towards Automatic Detection of Confusion in MOOC Learner Feedback: A Natural Language Processing Approach." In 2024 4th International Conference on Electronic Information Engineering and Computer (EIECT). IEEE, 2024. https://doi.org/10.1109/eiect64462.2024.10866730.

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Yang, Shu, YinFeng Xiao, and Fei Meng. "Deep Learning-Based Method for Predicting Student Dropouts in MOOCs." In 2024 7th International Conference on Machine Learning and Natural Language Processing (MLNLP). IEEE, 2024. https://doi.org/10.1109/mlnlp63328.2024.10800676.

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Öhman, Emily, and Riikka H. Rossi. "Computational Exploration of the Origin of Mood in Literary Texts." In Proceedings of the 2nd International Workshop on Natural Language Processing for Digital Humanities. Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.nlp4dh-1.2.

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Singh, Gaurav. "Perceived Effectiveness of Videos as e-Content in MOOC." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8414.

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Massive Open Online Courses (MOOCs) have gained momentum in the past decade. MOOCs are becoming popular day by day across the world. One visible difference between traditional teaching-learning and MOOC is in terms of the central position of videos. Video-based content delivery has become the primary medium of instruction in most the MOOCs (Yousef, 2015), supported by e-text, activities, quizzes, and discussion forums. In India, the MOOCs being offered on the SWAYAM platform are mostly video-based. As per SWAYAM guidelines (2016 &amp; 2017), for a four-credit MOOC in SWAYAM, a minimum of 20 ho
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DENG, QIU-HU. "RESEARCH ON THE DEVELOPMENT, INNOVATION AND LEARNING OF MOOC EDUCATION." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35717.

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Since the birth of massive open online courses (MOOC) in 2011, MOOC has developed rapidly all over the world. MOOC platform has developed from providing courses to providing social recognized degree certificates for learners. There are many MOOC platforms at home and abroad. Many scholars believe that MOOC is a destructive innovation form of education. Many famous schools have launched MOOC projects. After years of development, the platforms launch course combinations to meet the needs of learners and provide certification according to the market demand. MOOC is conducive to promoting teaching
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Kagazbayev, Zhanbyrbay, and Nazym Tokpayeva. "FEATURES OF USING MOOC RESOURCES IN ENGLISH LANGUAGE TEACHING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(15).

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Massive Open Online Course (MOOC) is part of the big invention of technology in education nowadays. With the existence of technology in today’s world, technology currently acts a big role and invention in the 21st century teaching and learning. Massive Open Online Course (MOOC) is widely known by most universities all over the world. Most universities have started to implement the combination of MOOC and traditional classroom as part of the teaching and learning process especially in ESL learning. In Kazakhstan, English language is well-known for its role as the second language and English lan
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Perifanou, Maria. "HOW TO DESIGN AND EVALUATE A MASSIVE OPEN ONLINE COURSE (MOOC) FOR LANGUAGE LEARNING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-041.

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The arrival of Web 2.0 has changed dramatically the way that we learn and we communicate. There is a growing number of educational courses that are massive, open, participatory and support the idea of distributed intelligence and lifelong learning. They are known as Massive Open Online Courses (MOOCs). That means that nowadays language competencies and intercultural skills are more that ever key qualifications for everyone who aims to work and live successfully in this new reality. These needs paved the way for the creation of the first "massive and open" online foreign language courses. With
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Janser-Munro, Gerhild, and Tanja Psonder. "InegMOOC – A MOOC on International Negotiations." In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.12.

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Li, Shang-Wen, and Victor Zue. "Linking MOOC courseware to accommodate diverse learner backgrounds." In Speech and Language Technology in Education (SLaTE 2015). ISCA, 2015. http://dx.doi.org/10.21437/slate.2015-27.

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Cardoso, Janaina. "MASSIVE OPEN ONLINE COURSES CAMPS: BEFORE AND DURING THE PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end072.

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MOOC Camps have been used as a successful blended alternative to more traditional MOOCs (totally online). A “camp” here means “an informal gathering of learners working together to discuss new ideas and concepts” (Sowell, 2019). MOOC Camps combine the positive aspects of MOOCs, such as high-quality of professional development and low cost for participants with the advantages of using the “camps”, such as adaptation to the local context and a simpler way of promoting interaction among participants, who consequently feel highly motivated to complete the online course (Cardoso, 2020). The aim of
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Reports on the topic "Language MOOC"

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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina, and Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3864.

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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by
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