A critical review of design features of LMOOCs

There has been an exponential growth in Language Massive Open Online Courses (LMOOCs) the past decade. LMOOCs have also become emergent and topical area of research CALL, particular, vis-a-vis learners’ perceptions experiences. However, not much attention paid to analysing features LMOOCs. We argue that a systematic investigation LMOOC design is vital, especially light recent criticisms by some CALL language education scholars regarding incompatibility between designs teaching learning theories methodologies. This review, which employs Hall’s (2013) framework web-based instruction, addresses this gap instructional assessment 100 on edX Coursera. The synthesised findings suggest three strengths LMOOCs: Most are introductory, suitable for beginning learners (directionality). easy navigate because their consistency format features. And most employ range multimodal materials (multimodality). Three limitations identified: few opportunities instructor-learner learner-learner interaction (interactivity) learner-centred, formative assessments (accountability). Besides, designed with prescribed sequence without addressing individual learner differences (adaptability). Based our analysis, practical suggestions developers discussed.Supplemental data article available online at.