Experiencing MOOCs in English: A proficiency-based perspective

Abstract

Massive Open Online Courses (MOOCs) were initially designed to democratize education by providing free, flexible learning opportunities to a broad audience. However, this promise remains largely unmet, as reflected in high dropout rates (Crossley et al., 2016; Goopio & Cheung, 2021). Contributing factors include limited feedback, scarce participant interaction, and unclear instructions (Topali et al., 2020; Liu, 2017). Another significant, yet underexplored, obstacle is the language of instruction: approximately 75% of MOOCs are offered in English, despite most learners being non-native English speakers (Weinhardt & Sitzmann, 2019; Uchidiuno et al., 2018). Language and cultural barriers – such as difficulties processing video content without visual aids and low confidence in language proficiency – can hinder engagement and learning outcomes (Duru et al., 2019; Liyanagunawardena et al., 2013). Therefore, understanding non-native English speakers’ experiences is essential to enhance the inclusivity and effectiveness of English-taught MOOCs. However, existing research mainly examines language-learning MOOCs (LMOOCs) (e.g. “Conversational English Skills”) rather than disciplinary MOOCs (e.g. “Data Science” or “International Law”) (Uchidiuno et al., 2018; Hsu, 2023). Moreover, they rarely differentiate between learners at different English proficiency levels, despite evidence from English-Medium Instruction (EMI) indicating that proficiency shapes participant engagement and success (Evans & Morrison, 2018). Against this backdrop, this study investigates the experiences of non-native participants enrolled in disciplinary MOOCs taught in English (henceforth ‘English MOOCs’), based on their self-assessed proficiency level (B1, B2, C1, C2). The study focuses on three key dimensions: motivations for enrolling, attitudes toward MOOCs and themselves, and challenges encountered. Data were collected via a survey combining 7-point Likert scale items (e.g. “I take MOOCs in English to improve my English skills”) and open-ended questions (e.g. “Are there other reasons for you to take MOOCs in English?”). The survey also gathers demographic information, prior MOOC experience, and self-assessed English proficiency. A pilot study with 87 participants recruited through Prolific (Jadoulle et al., forthcoming) revealed preliminary trends. For example, the absence of equivalent courses in other languages appeared as a primary motivator to enroll in an English MOOC. Participants generally perceived these MOOCs as high-quality and prestigious, and report limited difficulties in comprehension or expression. However, analysis by proficiency revealed nuanced differences. For example, B2-level participants were more likely than C2-level participants to pursue MOOCs to enhance their English proficiency, and report using language support tools (e.g. dictionaries, DeepL) more frequently. While these preliminary results offer valuable insights into non-native speakers’ experiences in English MOOCs, the relatively small, non-representative sample limits generalizability. Therefore, an ongoing larger-scale study employs the same survey on Qualtrics, targeting approximately 600 non-native English speakers from seven countries (China, Morocco, Japan, Spain, Poland, Brazil, Indonesia) who completed an English MOOC within the last two years. If findings confirm pilot trends, they would underscore the heterogeneity of MOOC participants, and challenge the tendency to treat non-native English speakers as a monolithic group. 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