Zhao Cuifang
MASSIVE OPEN ONLINE COURSES (MOOCs) COMPETENCE AND INTEGRATION AMONG CHINESE EFL TEACHERS
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ABSTRACT
The study aimed to describe and correlate Chinese EFL teachers’ massive open online courses (MOOCs) competence and integration. A mixed research approach through the methods of descriptive-correlational design and thematic analysis was used. The data were collected through online survey with EFL teachers and students from five higher educational institutions in Guangdong Province, China. Researcher-made checklists and survey questionnaires were used to collect the data. Results revealed that the teachers’ level of competence in MOOCs for EFL instruction is high, and they integrate MOOCs for EFL instruction into their teaching to a great extent. Also, inferential tests revealed that number of MOOCs attended affect their level of competence in MOOCs along skills, while number of MOOCs attended is a determinant of their extent of integration along lesson planning and content/subject matter. Furthermore, there exists a significant correlation between the teachers’ level of competence in MOOCs and extent of integration of MOOCs into EFL instruction. The problems and challenges encountered by the teachers in their MOOCs participation, competence, and integration include resource limitations, technical difficulties, lack of training, time constraints, student engagement issues, lack of institutional support, and integration challenges. Considering the study’s salient findings, the researcher designed a plan of action to enhance Chinese EFL teachers’ MOOCs participation, competence, and integration, emphasizing the need for professional development, resource allocation, and institutional support. The study’s results are beneficial for educational policymakers, teacher training programs, and future researchers interested to enhance Chinese EFL teachers’ MOOCs participation, competence, and integration. Keywords: Competence, Chinese EFL teacher, integration, massive open online courses (MOOCs)