Polytechnic ESL Lecturers’ Acceptance Of Using Massive Open Online Course (MOOC) For Teaching English As A Second Language (ESL)
Noorhafizah Rubaai1, Harwati Hashim2
1Noorhafizah Rubaai, Department of General Studies, Politeknik Merlimau Melaka, Melaka, Malaysia. Harwati Hashom, Centre for Teaching and Learning Innovations, Faculty of Education, Universiti Kebangsaan Malaysia.
2Harwati Hashom, Centre for Teaching and Learning Innovations, Faculty of Education, Universiti Kebangsaan Malaysia.
Manuscript received on 30 June 2019 | Revised Manuscript received on 05 July 2019 | Manuscript published on 30 July 2019 | PP: 114-121| Volume-8 Issue-9, July 2019 | Retrieval Number: I7530078919/19©BEIESP | DOI: 10.35940/ijitee.I7530.078919
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The implementation of Massive Open Online Courses (MOOC) in the educational field has become the way of learning in many educational institutions worldwide. MOOC is believed could help to promote active learning among language learners. In Malaysian polytechnic settings, MOOC has just recently implemented for the English course. Thus, this study aimed to investigate polytechnics English as a Second Language (ESL) lecturers’ acceptance of using Massive Open Online Course for teaching ESL and the challenges they faced in using MOOC. The methodology used was the survey method where a set of questionnaires was developed and adapted from the Technology Acceptance Model. The respondents for this study were 34 ESL lecturers from different polytechnics in Malaysia. The findings revealed that polytechnic ESL lecturers have positive perceptions towards the ease of use and usefulness of MOOC for teaching ESL. The investigation also revealed the challenges faced by the lecturers in using MOOC for teaching ESL. The results would contribute positively to the policy makers, developers, and administrators to gain more insight on the lecturers’ perceptions and challenges related to the use of technology for language teaching and learning in any higher learning institutions.
Keywords: Massive Open Online Course (MOOC), acceptance, Technology Acceptance Model (TAM), English as a Second Language (ESL).
Scope of the Article: Online Learning Systems