LMOOC Research Bibliography

As I am working on my PhD on LMOOC, one thing aim to achieve is to create a complete bibliography of research on Language MOOC. Here is the list I am working on and I will keep growing this. If there is a reference that you want to add, please feel free to email me the reference napat.jit@gmail.com

Agonács, N,. & Matos, J. (2019). Understanding Language MOOC Learners: The Issue of Capability Development. International of Emerging Technologies in Learning, 14 (11), 1-15. https://doi.org/10.3991/ijet.v14i11.10205

Barcena, E., & Martin-Monje, E. (2014). Language MOOCs: An Emerging Field. In E. Martin-Monje & E. Barcena (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 1–10). Berlin: De Gruyter Open. https://doi.org/10.2478/9783110420067.1

Barcena, E., Martın-Monje, E., & Read, T. (2015). Potentiating the human dimension in language MOOCs. European MOOCs Stakeholders Summit, 2015 (pp. 6–54).

Castrillo, M. D. (2014). Language teaching in MOOCs: The integral role of the instructor. In E. Martın-Monje & E. Barcena (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 67–90). De Gruyter Open.

Colpaert, J. (2015). Reflections on present and future: Towards an ontological approach to LMOOCs. In E. Martın-Monje & E. Barcena (Eds.) Language MOOCs: Providing learning, transcending boundaries (pp. 161–172). Berlin: De Gruyter Open

Godwin-Jones, R. (2014). Global reach and local practice: The promise of MOOCS. Language Learning & Technology, 18(3), 5–15.

Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2019). Language MOOCs: An Expanding Field. Technology in Language Teaching & Learning, 1(1), 21–32

Jitpaisarnwattana, N.(2020). Let’s MOOC to Catch Up. EAL Journal 11 (1)

Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2021). Learners’ Perspectives on Interaction in a Language MOOC. JALTCALL Journal. 17(2), 158-182.

Jitpaissarnwattana, N. & Reinders, H. (2021). Language MOOCs. In: L. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley.

Martın-Monje, E. (2017). Mind the L in LMOOCs: The importance of language learning in massive courses. Paper presented at the DILLE Conference, Venice, Italy.

Martin-Monje, E., Castrillo, M. D., & Mañana-Rodigrez, J. (2018) Understanding online interaction in language MOOCs through learning analytics. Computer Assisted Language Learning, 31(3), 251–272.

Martın-Monje, E., & Barcena, E. (Eds.). (2014). Language MOOCs: Providing learning, transcending boundaries. Berlin: De Gruyter Open.

Moreira Teixeira, A., & Mota, J. (2014). A proposal for the methodological design of collaborative language MOOCs. In E. Martin-Monje & E. Bárcena (Eds.), Language MOOCs: providing learning, transcending boundaries (pp. 33–47). Berlin: De Gruyter Open.

Orsini-Jones, M., Gafaro, B. C., & Altamimi, S. (2017). Integrating a MOOC into the postgraduate ELT curriculum: Reflecting on students’ beliefs with a MOOC blend. In K. Qian & S. Bax (Eds.), Beyond the language classroom: Researching MOOCs and other innovations (pp. 71–83). Voillans, France: Research-publishing.net.

Orsini-Jones, M., Pibworth-Dolinski, L., Cribb, M., Brick, B., Gazeley-Eke, Z., Leinster, H., & Lloyd, E. (2015). Learning about language learning on a MOOC: How massive, open, online and “course”?. 2015 EUROCALL Conference, Padova, Italy.

Perifanou, M. (2015). Research report on the current state of language learning MOOCs worldwide: exploration, classification and evaluation. LangMOOC project.

Read, T. (2014). The architectonics of language MOOCs. In E. Martın-Monje & E. Barcena (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 91–105). Berlin: Walter de Gruyter GmbH.

Read, T., & Barcena, E. (2013). MOOCs and open higher education: The case of UNED. The 6th International conference on open education and technology: MOOCs, PLEs and eLearning platforms, Zalla, Spain.

Read, T., & Barcena, E. (2015). Toward mobile assisted language MOOCs. In A. Mesquita & P. Peres (Eds.), Furthering higher education possibilities through massive open online courses (pp. 225–244). Pennsylvania: IGI Global.

Rodrigo, C. (2014). Accessibility in language MOOCs. In E. Martın-Monje & E. Barcena (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 106–126). Berlin: Walter de Gruyter GmbH.

Rubio, F. (2015). The role of interaction in MOOCs and traditional technology-enhanced language courses. In E. Dixon, & M. Thomas (Eds.), Researching language learner interactions online: From social media to MOOCs. Computer Assisted Language Instruction Consortium Series, 13 (pp. 63–68). CALICO.

Sallam, H., Martín-Monje, E., & Yan, L. (2020). Research trends in language MOOC studies: a systematic review of the published literature (2012-2018), Computer Assisted Language Learning, 33, 1–28.

Schulze, M., & Scholz, K. (2018). Learning trajectories and the role of online courses in a language program. Computer Assisted Language Learning, 31(3), 185–205.

Sokolik, M. (2014). What constitutes an effective language MOOC? In E. Martin-Monje & E. Barcena (Eds.), Language MOOCs: Providing learning, transcending boundaries. (pp. 6–32). Berlin: De Gruyter Open.

Vorobyeva, A. (2018). Language acquisition through massive open online courses (MOOCs): Opportunities and restrictions in the educational university environment. XLinguae, 11(2), 136–146.