Self-Regulated Learning: MOOCs’ Efficacy to Improve English Language Proficiency

Abstract

Technology usage has been accelerating with the rapid innovations in language pedagogy to facilitate language learning, besides the availability and access to the online sources for language learning is also on increase. This study was conducted to better comprehend the effectiveness of massive open online courses (MOOCs) offered by Online Professional English Network (OPEN), USA, for the students of science, technology, engineering and mathematics. The chosen MOOC was English for Science, Technology, Engineering and Mathematics (STEM) and the sample comprised of 340 undergraduate university students. The English proficiency of the students was arbitrated by conducting pre and post-tests to recognize the usefulness of self-regulated language learning through MOOC. The results of the pre and post-tests were statistically analyzed by SPSS that revealed the worth of such language MOOCs in enhancing the English language proficiency. Moreover, an online survey was conducted from the same population so the participants can share their viewpoints about self-regulated language learning and most of them found English for STEM a stimulating and knowledgeable learning practice. The outcomes of this research are advantageous for English language teachers and syllabus designers to keep pace with the changing trends in language learning and teaching.