Effects of Massive Open Online Course (MOOC) on Iranian EFL Learners’ Speaking Complexity, Accuracy, and Fluency

Abstract

This research examined the effects of Massive Open Online Course (MOOC) on Iranian EFL learners’ speaking complexity, accuracy, and fluency (CAF). To this end, the Oxford Quick Placement Test (OQPT) was administered to 130 Iranian EFL learners, of whom 60 intermediate learners were selected and assigned to an experimental group (n = 30) and a control group (n = 30). Both selected groups were then given a speaking test as the pretest. Subsequently, the experimental group received the online-delivered treatment through Skype: in each session, a conversation (followed by controlled and free practice plus teacher feedback) was taught to the experimental participants online. On the other hand, the control group was deprived of the Internet-delivered treatment, yet was taught in a like fashion in the classroom through face-to-face training. This procedure continued till the last session. After the treatment, a questionnaire was given to the experimental group to check their general attitudes towards using MOOC instruction. The results of the One-way ANCOVA test indicated that there was a significant difference between the posttests of the experimental and the control groups. The findings revealed that the experimental group significantly outflanked the control group (p < .05) on the posttest. In addition, the results of the one-sample t-test showed that Iranian EFL learners held significantly positive attitudes towards using MOOC instruction for speaking classes.