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EFL Learners’ Attitudes Toward the Usability of LMOOCs: A Qualitative Content Analysis
This qualitative study aimed to explore the usability of Language Massive Open Online Courses (LMOOCs) based on Iranian English as a Foreign Language (EFL) learners’ attitudes. We used a qualitative questionnaire to collect data from 12 EFL learners from five cities in Iran. The study’s findings address a broad range of positive and negative aspects of LMOOCs. According to content analysis, learners have agreement on the positive aspects of LMOOC, including the learning environment, usability in language learning, inclusive educational technology, and parental presence. However, the learners’ attitudes were inconsistent regarding affective factors and feedback through LMOOCs. Finally, they believed that contextual factors are the barriers to using LMOOCs. We believe EFL authorities in Iran and other contexts should run more teacher education and professional development courses to enable teachers to learn how to teach through LMOOCs in practice.
Language Massive Open Online Courses (LMOOCs), qualitative content analysis, usability, Iranian EFL learners, attitude
We wish to express our gratitude to Kieran Egan, for his technical comments and suggestions.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Rahimi, A., & Tafazoli, D. (2022). EFL Learners’ Attitudes Toward the Usability of LMOOCs: A Qualitative Content Analysis. The Qualitative Report, 27(1), 158-173. https://doi.org/10.46743/2160-3715/2022.4891
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