The Impact of Using MOOCs on Saudi L2 Learners’ Academic Writing Skills

Abstract

Students in higher education institutions (HEIs) are required to complete assignments in which they must utilise advanced language and writing skills to effectively convey information to complete assessments that require them to articulate arguments using scholarly literature and discipline-specific terminology (Coffin et al., 2003; Hassel & Giordano, 2009; Hendricks & Quinn, 2000). This is particularly challenging for non-native English speakers taking courses with English as the medium of instruction (EMI) (Short & Fitzsimmons, 2007), and therefore it is imperative for such students to develop their writing skills. HEIs have implemented measures to support the writing of L2 learners in EMI institutions, such as integrating technology to develop their writing potential. This study proposes a solution utilising a massive open online course (MOOC) to enhance the writing skills of L2 students. This study has the following objectives: (1) to design a writing MOOC by identifying design principles that will effectively enhance its quality, engagement, and learning outcomes; (2) to design and implement the integration of this MOOC into a synchronous learning management system (LMS) experience; and (3) to evaluate the proposed MOOC’s impacts and its integration on writing development in EFL learners. In pursuit of these objectives, a MOOC was designed, developed, and integrated into a synchronous LMS based on Laurillard’s (2012) Conversational Framework. A mixed- method, design-based research approach was employed to evaluate the design and implementation of the MOOC. One cycle of design and implementation was conducted throughout the Spring semester of 2020/2021, drawing on qualitative and quantitative data produced by writing tests, questionnaires, interviews, and an online survey. The results indicate that the design and integration of the MOOC had a positive impact on writing development, while also providing insights regarding student perceptions of the MOOC and its feasibility in blended learning contexts and revealing the usefulness of the Conversational Framework in designing asynchronous and blended learning experiences. As this experience was captured during COVID-19, the design and integration model provided can be utilized in any future educational disruptions.