MOOCs for EFL learners: Challenges, motivation, and engagement through the lens of expectancy-value and socio-cognitive theories.
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| Title: | MOOCs for EFL learners: Challenges, motivation, and engagement through the lens of expectancy-value and socio-cognitive theories. |
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| Authors: | Dinh, Cao-Tuong1 TuongDC@fe.edu.vn |
| Source: | Research & Practice in Technology Enhanced Learning. 2026, Vol. 21, p1-25. 25p. |
| Subject Terms: | *Online education, *Limited English-proficient students, *Massive open online courses, *Motivation (Psychology), *Self-regulated learning, Expectancy-value theory, Social cognitive theory, Participation |
| Abstract: | Massive open online courses (MOOCs) are well-known for offering flexible learning; however, they also pose challenges for English-as-a-foreign-language (EFL) learners, particularly in maintaining motivation and engagement in such self-paced learning online courses. This study explored the factors influencing EFL students' participation in a MOOC through the lens of Expectancy-Value Theory and Socio-Cognitive Theory. Employing a qualitative design, involving 31 EFL students from a private university in the Mekong Delta enrolled in a public speaking MOOC, the study collected data of 20 reflective journals and 12 semi-structured interviews from these participants. The data was analyzed using reflexive thematic analysis. The findings revealed that student engagement increased when learners expected success, perceived the course as valuable, and employed self-regulated learning strategies. Motivation was sustained through goal setting, time management, and persistence; however, language barriers, technological issues, and social isolation impeded learning. Despite these obstacles, students use goal setting, time management, and persistence to sustain motivation. Expectancy--value theory (EVT) explains how perceived value and expectations of success shape engagement, whereas social cognitive theory (SCT) emphasizes self-efficacy and self-regulation as key drivers of motivation. These findings can inform educators, curriculum designers, and policymakers in developing more supportive online learning environments. Alongside recommending inclusive instructional strategies, including linguistic support, interactive content, and community-building, the study urges research into the long-term effects of SRL strategies and the effectiveness of SRL-based training for EFL learners in varied MOOC contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192754578 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: MOOCs for EFL learners: Challenges, motivation, and engagement through the lens of expectancy-value and socio-cognitive theories. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dinh%2C+Cao-Tuong%22">Dinh, Cao-Tuong</searchLink><relatesTo>1</relatesTo><i> TuongDC@fe.edu.vn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+in+Technology+Enhanced+Learning%22">Research & Practice in Technology Enhanced Learning</searchLink>. 2026, Vol. 21, p1-25. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Expectancy-value+theory%22">Expectancy-value theory</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cognitive+theory%22">Social cognitive theory</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Massive open online courses (MOOCs) are well-known for offering flexible learning; however, they also pose challenges for English-as-a-foreign-language (EFL) learners, particularly in maintaining motivation and engagement in such self-paced learning online courses. This study explored the factors influencing EFL students' participation in a MOOC through the lens of Expectancy-Value Theory and Socio-Cognitive Theory. Employing a qualitative design, involving 31 EFL students from a private university in the Mekong Delta enrolled in a public speaking MOOC, the study collected data of 20 reflective journals and 12 semi-structured interviews from these participants. The data was analyzed using reflexive thematic analysis. The findings revealed that student engagement increased when learners expected success, perceived the course as valuable, and employed self-regulated learning strategies. Motivation was sustained through goal setting, time management, and persistence; however, language barriers, technological issues, and social isolation impeded learning. Despite these obstacles, students use goal setting, time management, and persistence to sustain motivation. Expectancy--value theory (EVT) explains how perceived value and expectations of success shape engagement, whereas social cognitive theory (SCT) emphasizes self-efficacy and self-regulation as key drivers of motivation. These findings can inform educators, curriculum designers, and policymakers in developing more supportive online learning environments. Alongside recommending inclusive instructional strategies, including linguistic support, interactive content, and community-building, the study urges research into the long-term effects of SRL strategies and the effectiveness of SRL-based training for EFL learners in varied MOOC contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.58459/rptel.2026.21048 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1 Subjects: – SubjectFull: Online education Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Massive open online courses Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Expectancy-value theory Type: general – SubjectFull: Social cognitive theory Type: general – SubjectFull: Participation Type: general Titles: – TitleFull: MOOCs for EFL learners: Challenges, motivation, and engagement through the lens of expectancy-value and socio-cognitive theories. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dinh, Cao-Tuong IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17932068 Numbering: – Type: volume Value: 21 Titles: – TitleFull: Research & Practice in Technology Enhanced Learning Type: main |
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