The development of a spoc platform for efl listening instruction in higher education
This study focuses on the design and development of a Small Private Online Course (SPOC) specifically created for the English Listening 1 course, addressing the needs of non-English major students at a private language university in China. Hosted on the Umooc platform, the course is designed with in...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English English |
| Published: |
Penerbit UMS
2024
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/42133/1/ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/42133/2/FULL%20TEXT.pdf https://eprints.ums.edu.my/id/eprint/42133/ https://doi.org/10.51200/ijelp.v7i1.5635 |
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| Summary: | This study focuses on the design and development of a Small Private Online Course (SPOC) specifically created for the English Listening 1 course, addressing the needs of non-English major students at a private language university in China. Hosted on the Umooc platform, the course is designed with interactive modules, multimedia resources, and task-based activities to facilitate listening comprehension and encourage student engagement. The study has two main objectives: (1) to explore the key features and functionalities of the SPOC platform, and (2) to assess how the platform’s modules align with the pedagogical goals of EFL listening instruction. Through a detailed analysis of the platform’s design, including resource sharing, task allocation, and collaborative learning opportunities, the study examines how these features are intended to enhance student engagement and support listening skill development. Additionally, the alignment of the platform’s modules with the specific pedagogical objectives of EFL listening instruction is explored to evaluate their potential for improving listening comprehension. By providing insights into the integration of digital learning into EFL instruction, this research aims to contribute to the discourse on improving student listening proficiency and engagement in higher education contexts. |
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