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Challenges of Identifying Second Language English Speakers in MOOCs

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Digital Education: Out to the World and Back to the Campus (EMOOCs 2017)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 10254))

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Abstract

In this study, we aim to analyse English as a Second Language (ESL) and English as a First Language (EFL) MOOC participants’ engagements in a MOOC. We aim to find out key points which directly effect learners’ dropout and performance in MOOCs. We worked on a FutureLearn data which is provided by the University of Southampton. The course is Understanding Language: Learning and Teaching MOOC that was run between 2016-04-04 and 2016-05-02 is chosen for the analysis. According to the results, it is very challenging to identify who is a second language English speaker by using their location information. One of the important findings is that first language English speakers wrote longer comments. In order to identify strategies for ESL MOOC participants, which is one of the ultimate goal of our research, there is a need for much deeper analyses.

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Notes

  1. 1.

    https://www.class-central.com/report/moocs-2015-stats.

  2. 2.

    https://www.class-central.com/report/moocs-stats-and-trends-2016.

  3. 3.

    https://platform.europeanmoocs.eu.

  4. 4.

    http://www.jmooc.jp/en/about.

  5. 5.

    http://www.coursera.community/#gtc.

  6. 6.

    https://en.wikipedia.org/wiki/List_of_territorial_entities_where_English_is_an_official_language.

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Acknowledgments

This work has been done under the project numbered 2016-04-01-DOP05 in Yildiz Technical University (YTU). The dataset used in this paper is provided by the University of Southampton for the ethically approved collaborative study (ID: 23593). The authors would like to thank Prof. Dr. Banu Diri from YTU for her help in improving groups based on learner comments. Authors also want to thank Hatice Ata and Ali Demir who are undergraduate students in YTU for their help in analyses.

Author information

Authors and Affiliations

  1. Yildiz Technical University, Istanbul, Turkey

    Ismail Duru & Gulustan Dogan

  2. The University of Southampton, Southampton, UK

    Ayse Saliha Sunar & Su White

Authors
  1. Ismail Duru
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  2. Ayse Saliha Sunar
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  3. Gulustan Dogan
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  4. Su White
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Corresponding author

Correspondence to Ayse Saliha Sunar .

Editor information

Editors and Affiliations

  1. Universidad Carlos III de Madrid, Leganés (Madrid), Spain

    Carlos Delgado Kloos

  2. École Polytechnique Fédérale de Lausanne, Lausanne, Switzerland

    Patrick Jermann

  3. Pontifical Catholic University of Chile, San Joaquín, Santiago de Chile, Chile

    Mar Pérez-Sanagustín

  4. Harvard University, Cambridge, Massachusetts, USA

    Daniel T. Seaton

  5. University of Southampton, Southampton, United Kingdom

    Su White

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Duru, I., Sunar, A.S., Dogan, G., White, S. (2017). Challenges of Identifying Second Language English Speakers in MOOCs. In: Delgado Kloos, C., Jermann, P., Pérez-Sanagustín, M., Seaton, D., White, S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science(), vol 10254. Springer, Cham. https://doi.org/10.1007/978-3-319-59044-8_22

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  • DOI: https://doi.org/10.1007/978-3-319-59044-8_22

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-59043-1

  • Online ISBN: 978-3-319-59044-8

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