Predicting Course Completion in English as a Lingua Franca MOOCs for High School Students

• In Event: Exploring Technology-Enhanced Learning Environments to Support Cognitive, Emotional, and Civic Development

Abstract

Massive Open Online Courses (MOOCs) offer a platform for English Language Teaching by fostering global communication and learning. This study addressed the challenge of low success rates in MOOCs by investigating the learning behaviors of high school students in English as a Lingua Franca (ELF) MOOCs. Using logistic regression analysis, we examined the impact of reading rate, watching rate, and discussion participation on course completion. Results revealed that discussion participation predicted course completion, whereas reading and watching rates were not significant predictors within such a model. The model fit was robust, explaining 90% of the variance in course completion (accuracy of 92.6%.) These findings highlight the critical role of active discussion participation in successful MOOC completion in ELF contexts.

Authors

• Chiung-Fang Chang, Tamkang University

• Jo-Chi Hsiao, National Yang Ming Chiao Tung University

• Ken-Zen Chen, National Yang Ming Chiao Tung University