UNDERSTANDING EFL LEARNERS’ EXPERIENCES IN MASSIVE OPEN ONLINE COURSES (MOOCS): A NARRATIVE INQUIRY INTO INTERACTIVE PEDAGOGY AND LEARNER AUTONOMY
Keywords:
EFL Learning, Interactive Pedagogy, Learner Autonomy, MOOCs, Narrative Inquiry, Sociocultural Engagement
Abstract
Massive Open Online Courses (MOOCs) have increasingly been adopted to support English as a Foreign Language (EFL) learning due to their flexibility and accessibility. However, previous studies have predominantly focused on the effectiveness and technical aspects of MOOCs, providing limited understanding of how EFL learners construct meaningful learning experiences, negotiate challenges, and perceive pedagogical features that facilitate language development in online environments. Addressing this gap, this study explores learners’ lived experiences through a narrative inquiry to generate a deeper understanding of learner-centered online language learning. Five EFL learners who actively participated in online English courses were purposively selected, and data were collected through semi-structured interviews and analyzed using narrative analysis. The findings reveal that interactive feedback, authentic discussion forums, structured learning pathways, and mobile accessibility are the pedagogical features that most effectively foster learner engagement, autonomy, and sustained language development, whereas limited interaction, non-adaptive assessment, technological constraints, and insufficient opportunities for authentic communication remain significant barriers. Beyond identifying these facilitating and inhibiting factors, this study demonstrates that meaningful language development in MOOCs is constructed through the dynamic interplay between interactive pedagogy, learner autonomy, and sociocultural engagement rather than through technological affordances alone. The study contributes theoretically by extending the understanding of learner autonomy in MOOC-based EFL learning from a narrative perspective and offers new insights that effective online language learning emerges from the integration of pedagogical interaction, reflective learner agency, and authentic social participation. These findings provide a conceptual foundation for designing more learner-centered, interactive, adaptive, and socially engaging MOOCs to improve the quality of online EFL instruction.
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Clandinin, D. J., & Huber, J. (2006). Narrative Inquiry. In International encyclopedia of education (Vol. 3).
Creswell, J. W. (2006). Qualitative Inquiry & Research Design. Sage Publications.
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Dinh, C. (2026). MOOCs for EFL learners : Challenges, motivation, and engagement through the lens of expectancy- value and socio-cognitive theories. Research and Practice in Technology Enhanced Learning, 21(48). https://doi.org/10.58459/rptel.2026.21048
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Enworo, O. C. (2023). Application of Guba and Lincoln ’ s parallel criteria to assess trustworthiness of qualitative research on indigenous social protection systems. Qualitative Research Journal, 23(4), 372–384. https://doi.org/10.1108/QRJ-08-2022-0116
Fang, M., & Abdullah, R. (2024). EFL Teachers’ Use of ICT and Learner-centered Teaching Strategies to Improve English Listening Instruction - A Bibliometric Analysis. Educational Administration: Theory and Practice, 30(1), 1–19.
Fudhaili, A. (2023). The Influence of Social Interaction in Language Learning and Communication Skills: A Psycholinguistic Study. The Progress: Journal of Language and Ethnicity, 2(2), 51–62.
Gardner, J., O’Leary, M., & Yuan, L. (2021). Artificial intelligence in educational assessment: ‘Breakthrough? Or buncombe and ballyhoo?’ Journal of Computer Assisted Learning, 37(5), 1207–1216. https://doi.org/10.1111/jcal.12577
Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2024). Exploring the impact of AI on teacher leadership: regressing or expanding? Education and Information Technologies, 29(7), 8415–8433. https://doi.org/10.1007/s10639-023-12174-w
Guerrero-Quiñonez, A. J., Bedoya-Flores, M. C., Mosquera-Quiñonez, E. F., Ango-Ramos, E. D., & Lara-Tambaco, R. M. (2023). The MOOC as an alternative model for university education. Ibero-American Journal of Education & Society Research, 3(1), 280–286. https://doi.org/10.56183/iberoeds.v3i1.630
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Keats, P. (2009). Multiple text analysis in narrative research: Visual, written, and spoken stories of experience. Qualitative Research, 9(2), 1–183.
Khasbani, I., & Hidayat, D. N. (2020). Motivating English Language Learners and Teachers in Indonesia. Linguists : Journal Of Linguistics and Language Teaching, 6(2), 30. https://doi.org/10.29300/ling.v6i2.3684
Kumar, J. A., & Al-Samarraie, H. (2018). MOOCs in the Malaysian higher education institutions: The instructors’ perspectives. Reference Librarian, 59(3), 163–177. https://doi.org/10.1080/02763877.2018.1458688
Lindheim, T. (2022). Participant Validation: A Strategy to Strengthen the Trustworthiness of Your Study and Address Ethical Concerns. Researching Values: Methodological Approaches for Understanding Values Work in Organisations and Leadership. https://doi.org/10.1007/978-3-030-90769-3_13
Lin, D., & Gao, M. (2020). Fairness, Justice, and Language Assessment: The Role of Measurement. Measurement: Interdisciplinary Research and Perspectives, 18(3), 158–162. https://doi.org/10.1080/15366367.2020.1739796
Luo, R., & Wang, Y. (2023). Perceived effectiveness of learners in language MOOCs : the mediating effect of self-regulated learning. Front. Psychol., 14(June), 1–13. https://doi.org/10.3389/fpsyg.2023.1145773
Ma, L. (2025). Investigation of the impact of cognitive load on EFL learners ’ satisfaction with MOOCs : the mediating role of expectation confirmation and perceived usefulness. BMC Psychology, 13(416). https://doi.org/https://doi.org/10.1186/s40359-025-02735-8
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Meldia, P., & Melani, M. (2022). An Analysis of Formative Assessment in Teaching English Used by Teachers. PANYONARA: Journal of English Education, 4(2), 190–204. https://doi.org/10.19105/panyonara.v4i2.6806
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Meyer, M., Zosh, J. M., McLaren, C., Robb, M., McCaffery, H., Golinkoff, R. M., Hirsh-Pasek, K., & Radesky, J. (2021). How educational are “educational” apps for young children? App store content analysis using the Four Pillars of Learning framework. Journal of Children and Media, 15(4), 526–548. https://doi.org/10.1080/17482798.2021.1882516
Moon, J., Lee, D., Choi, G. W., Seo, J., Do, J., & Lim, T. (2023). Learning analytics in seamless learning environments: a systematic review. In Interactive Learning Environments. Routledge. https://doi.org/10.1080/10494820.2023.2170422
Mulyadi, E., Riyanto, Y., & Kristanto, A. (2024). The Influence of Collaborative Blended Learning Through Written Small Group Discussion Model on High School Students’ English Writing Skills. The Influence of Collaborative Blended Learning Through Written Small Group Discussion Model on High School Students’ English Writing Skills. https://doi.org/10.53555/kuey.v30i5.3051
Nigar, N. (2020). Hermeneutic phenomenological narrative enquiry: A qualitative study design. Theory and Practice in Language Studies, 10(1), 10–18. https://doi.org/10.17507/tpls.1001.02
Olmos-vega, F. M., Stalmeijer, R. E., Varpio, L., Kahlke, R., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2023). A practical guide to reflexivity in qualitative research : AMEE Guide No. 149. Medical Teacher, 45(3), 241–251. https://doi.org/10.1080/0142159X.2022.2057287
Özgür Yaşar, M. (2020). Can MOOCs Promote EFL Learners’ English Communication Skills? Language and Technology, 2(1), 1–15. https://www.researchgate.net/publication/341946060
Pampouri, A., Kostelidou, S., Sionta, E., Souitsme, M., & Mavropoulos, A. (2021). Massive Open Online Courses (MOOCs): A Review. INTED2021 Proceedings, 1, 7349–7356. https://doi.org/10.21125/inted.2021.1468
Pham, A. T., & Abdullah, M. R. T. L. (2026). Development of a blended MOOC implementation model for English language learning : An interpretive structural modeling approach. PLoS One, 1(21), 1–23. https://doi.org/10.1371/journal.pone.0338980
Purmama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ Motivation in Learning English. Professional Journal of English Education, 2(4), 539–544.
Rahimi, A. R. (2024). A tri-phenomenon perspective to mitigate MOOCs’ high dropout rates: the role of technical, pedagogical, and contextual factors on language learners’ L2 motivational selves, and learning approaches to MOOC. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00297-7
Rahimi, A. R., & Tafazoli, D. (2022). EFL Learners’ Attitudes Toward the Usability of LMOOCs: A Qualitative Content Analysis. Qualitative Report, 27(1), 158–173. https://doi.org/10.46743/2160-3715/2022.4891
Ramu, V. B. (2023). PerfDetectiveAI - Performance Gap Analysis and Recommendation in Software Applications. International Journal of Computer Science and Engineering, 10(5), 40–46. https://doi.org/10.14445/23488387/ijcse-v10i5p106
Riessman, C. K. (2012). Analysis of personal narratives. In The SAGE Handbook of Interview Research: The Complexity of the Craft (Issue January 2001). https://doi.org/10.4135/9781452218403.n26
Rizvi, S., & Rienties, B. (2024). Are MOOC learning designs culturally inclusive (enough)? Journal of Computer Assisted Learning, 40(6), 2496–2512. https://doi.org/10.1111/jcal.12883
Romadhon, M. G. E., & Heriyawati, D. F. (2023). I Can Expand My Imagination: The Secondary Students’ Narrative in Creative Writing English Through Padlet. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 7(2), 422. https://doi.org/10.26858/eralingua.v7i2.47138
Rulinawaty, R., Priyanto, A., Kuncoro, S., Rahmawaty, D., & Wijaya, A. (2023). Massive Open Online Courses (MOOCs) as Catalysts of Change in Education During Unprecedented Times: A Narrative Review. Jurnal Penelitian Pendidikan IPA, 9(SpecialIssue), 53–63. https://doi.org/10.29303/jppipa.v9ispecialissue.6697
Sabat, Y., Madya, S., Basikin, B., & Syakur, A. (2022). Blended Learning Model (BLM) in English Pronunciation Class: Lesson from Indonesia. Budapest International Research and Critics Institute-Journal , 5(1), 6428–6440. https://doi.org/10.33258/birci.v5i1.4365
Saleh, A. (2023). EFL Teachers’ English Language Use During the Pandemics in the Indonesian Senior High School Context. ELT Worldwide: Journal of English Language Teaching, 10(1), 205. https://doi.org/10.26858/eltww.v10i1.49094
Salsabila, V. A. (2024). Technology Integration to Teacher EFL Young Learners’ Receptive Skills in Bilingual Education Context. Tomorrow’s Education Journal, 2(1), 29–36.
Sinha, T. (2014). Who negatively influences me? Formalizing diffusion dynamics of negative exposure leading to student attrition in MOOCs. LTI Research Symposium, 1–4. http://arxiv.org/abs/1407.7133
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Published
2026-09-17
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