MOOCs and L2 teacher training: an assessment proposal

Abstract

MOOCs (Massive Online Open Courses) have made a real revolution in the context of on-line training courses. Nevertheless, and in spite of the numerous possibilities MOOCs may offer (i.e. lifelong learning, specializations, continuous training), MOOCs do pose a series of challenges – mainly related to their pedagogical quality. In this context, the studies regarding MOOCs and second language (L2) and didactics teacher training are limited up to now. Regarding this situation, this paper presents an assessment proposal for MOOCs related to the English language as L2 as well as to teacher training, thanks to the development of a structured questionnaire prepared ad hoc, called «Questionnaire for assessing the quality of MOOCs for continuous L2 teacher training». The paper finishes with the discussion and conclusions, which highlight the necessity of a better interaction among the actors involved in the development of MOOCs related to L2 and its didactics, as a means to improve the pedagogical quality and to reduce the dropout numbers. This proposal, thus, aims to stablish a starting point to assess this specific type of MOOC and, consequently, to suggest this point of union among the different actors involved in the design, implementation and assessment in order to improve their quality and usability by the teachers of L2 and its didactics.