The Role of Modularity and Mobility in Language MOOCs

Abstract

This article reflects on the suitability of MOOCs for second language learning. It is arguedthat such LMOOCs can potentiate large-scale student interaction to facilitate verbalcompetence development if the course content is carefully structured to this end, i.e.,modular, diversified and scaffolded. Most LMOOCs consist of texts/recordings followed byhighly structured activities. A modularly organised LMOOC has advantages for heterogeneousgroups by offering more activities than are strictly necessary for the ideal average student(extra-theory, extra-simple activities to be used as didactic scaffolding) and makingstudents complete only a certain percentage of the total. The article also argues thatMobile Assisted LMOOCs offer diversity to student-centred learning that opens the door toa variety of itinerant and context-based scenarios that blur the line between formal andinformal language learning and our own digital living.