This design-based research study investigated the effectiveness of using MOOC scaffolds with translanguaging integrated to enhance self-regulated learning (SRL) and English as a lingua franca (ELF) proficiency in high school students learning in English-medium instruction (EMI) MOOCs. The study focused on students facing the dual barriers of ELF proficiency and online learning. The recent adoption of the English as a Medium of Instruction (EMI) policy in Taiwan targets the education sectors across all ages, endeavoring to internationalize the educational landscape through rapid EMI penetration, underscored by the need for comprehensive teacher support as educators transition to this new instructional medium.
Culturally responsive MOOCs have gained attention in recent years for their potential to support diverse learners globally. However, there needs to be more literature regarding wrapping English-taught MOOCs with a scaffolding, translanguaging MOOC, which could provide a more inclusive and supportive learning environment for bilingual students. This niche in “wrapped” MOOCs represents an opportunity for further research and development, as it could enhance MOOCs' effectiveness in catering to students' diverse linguistic needs. By incorporating translanguaging practices and culturally responsive content, wrapped MOOCs could potentially bridge the gap between monolingual English-taught courses and the diverse linguistic backgrounds of learners, fostering a more inclusive and practical learning experience.
We developed five design-based research objectives in this study:
- Realize translanguaging and self-regulated learning scaffolds into the EMI MOOCs.
- Initiate a design team to prototype the “wrapped” course activities for the EMI MOOCs.
- Implement the prototype as two courses on one of Taiwan’s MOOC platforms to evaluate learning activities and improve the developed course activities based on learner feedback.
- Encompass the other six courses across SDGs to observe EMI students’ practice and engagement when taking the wrapped EMI MOOCs in different areas.
- Develop research-supported instructional practice for translanguaging scaffoldings MOOCs and its continuing growth.
The present study embodies design-based research (DBR), whose main characteristic is balancing theory and practice, necessitating careful planning and arrangement. To realize “theory-in-context”, EMI scaffolds and online learner scaffolds were implemented in the 2022-2023 program of virtual overseas study tours (VOST) in MOOCs. The ewant-based learning activities were designed to collect student reflections by stage and in a mixed form of idea presentation (i.e., words and snapshots), thereby being able to scaffold EMI MOOC experiences at all stages, following structured class arrangements for FutureLearn courses. To understand learners’ attitudes toward VOST in iteration 3, a 75-item Likert scale survey was administered, including English as a Lingua Franca; Online Self-Regulated Learning; Learning Engagement; program satisfaction; and open-ended questions. The questionnaire measured functional beliefs and attitudes about communication and competence in learning and speaking English as an international language, SRL in online learning environments, learners' attitudes toward teachers, course requirements, expectations, and willingness to learn online.
Our findings suggest that translanguaging MOOC scaffolds can effectively improve ELF attitude and self-regulation in high school students learning through EMI MOOCs. In other words, using these scaffolds may help students overcome the dual barriers of ELF proficiency and online learning. (496 words).
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[Session 6D]: Open Pedagogy, RepositoriesReferencesChen, K. Z., & Oakley, B. (2020). Redeveloping a global MOOC to be more locally relevant: Design-based research. International Journal of Educational Technology in Higher Education, 17:9. https://doi.org/10.1186/s41239-020-0178-6 Graham, K. M., & Yeh, Y-F. (2023). Teachers’ implementation of bilingual education in Taiwan: Challenges and arrangements: Asia Pacific Education Review, 24, 461–472. https://doi.org/10.1007/s12564-022-09791-4 Helm, F. (2020). EMI, internationalisation, and the digital. International Journal of Bilingual Education and Bilingualism, 23, 314-325. https://doi.org/10.1080/13670050.2019.1643823 Ho, J. & Tai, K.W.H. (2021). Translanguaging in digital learning: The making of translanguaging spaces in online English teaching videos. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.2001427
Author KeywordsHigh school students, English-medium instruction (EMI), Mass Open Online Courses (MOOCs), self-regulated learning, English as lingua franca
