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

Author Bio(s)

Amir Reza Rahimi holds a M.A. in English Language Teaching from Shahid Rajaee Teacher Training University in Iran. His research interests include Computer-Assisted Language Learning (CALL) and psycholinguistics. Please direct correspondence to rahimia891@gmail.com.

Dara Tafazoli (Ph.D.) is a Research Officer on the Virtual Reality (VR) School Study. Also, he is working on developing and implementing the CALL literacy framework for language teachers at the School of Education, University of Newcastle, Australia. Dara received his PhD in Languages and Cultures from the University of Cordoba, Spain, in 2019. His research interests are Computer-Assisted Language Learning (CALL), CALL teacher education and professional development. Please direct correspondence to Dara.Tafazoli@newcastle.edu.au.


We wish to express our gratitude to Kieran Egan, for his technical comments and suggestions.

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