Investigating the Acceptance and Intention to Use Blended MOOCs for English Language Learning from English Major Students’ Views
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Abstract
Blended MOOCs (b-MOOCs), which combine MOOC-based online learning with offline classes, offer a flexible learning environment and are increasingly popular in global higher education, particularly for English language learning. The study aims to explore the extent to which English students perceived the use of b-MOOCs and their intention to continue to use b-MOOCs for English language learning. Quantitative and qualitative data were collected from 200 English major students at a Vietnamese private university. A 5-point Likert scale questionnaire with 31 items was employed for quantitative data collection, based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Semi-structured interviews were used for qualitative data collection. The results reveal that students’ perception of using b-MOOCs was quite positive. In addition, students claimed that b-MOOCs were useful for their English language learning. Students would continue to use MOOCs in their blended classes since b-MOOCs benefited their English learning process. The study informs educators, educational institutions, and MOOC providers to enhance the effective implementation of b-MOOCs, contributing to the ongoing discussion on technology-driven language education and optimizing language learning experiences in a digitally transformed educational landscape.
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