EFL Students' Perceptions of Virtual Flipped Public Speaking Class Integrated With MOOCs During COVID-19

• In Event: Investigating World and Foreign Language Teaching and Learning in Higher Educational Settings

Abstract

This case study explored EFL undergraduate students’ attitudes and perceptions of an online English public speaking course using virtual flipped classroom model and MOOCs during COVID-19. All the 25 participants were undergraduate students in STEM field in an EFL context. The study triangulated multiple data sources, including post surveys, focus group discussions, and artifacts. The data were analyzed using Charmaz’s grounded theory (2006). Results indicated that students’ adaptation, engagement, and accountability were mutually reinforcing in the process of tackling the attainable challenges in the new format of learning. Incorporating MOOCs in virtual flipped learning allowed for application of theory to practice with the instructor’s supervision, which maximized the students’ practice time of speaking and finally expanded their learning opportunities.

Authors

• Zhuo Li, Southern University of Science and Technology

• Qing Liu, Southern University of Science and Technology

• Rongrong Dong, Southern University of Science and Technology