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Phone: (843) 766-6635
Wando Mount Pleasant Library
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Village Library
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St. Paul's/Hollywood Library
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Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. - 8 p.m.
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Hurd/St. Andrews Library
9 a.m. - 8 p.m.
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Folly Beach Library
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Edisto Island Library
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Dorchester Road Library
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Bees Ferry West Ashley Library
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Clicking, but Connecting? L2 Learning Engagement on an Ab Initio Irish Language LMOOC
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- Author(s): Mac Lochlainn, Conchúr (ORCID
Mac Lochlainn, Conchúr (ORCID 0000-0001-6407-6256 ); Nic Giolla Mhichíl, Mairéad (ORCIDNic Giolla Mhichíl, Mairéad (ORCID 0000-0003-1885-6723 ); Beirne, Elaine (ORCIDBeirne, Elaine (ORCID 0000-0003-0256-7062 )- Language:
English- Source:
ReCALL. May 2021 33(2):111-127.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: [email protected]; Web site: https://www.cambridge.org/core/what-we-publish/journals
- Peer Reviewed: Y
- Source: 17
- Subject Terms:
- Accession Number: 10.1017/S0958344021000100
- ISSN: 0958-3440
- Abstract: Language massive open online courses (LMOOCs) represent an exciting prospect for language teachers and instructors around the globe (Bárcena & Martín-Monje, 2014). In this paper, we report on the dynamics of participation and learner behaviour in an ab initio Irish language course. The course, Irish 101, ran during March 2019, and we used a mixed-methods approach to analyse both typical patterns of behaviour among course participants and learner reflections upon their reasons for doing so. Findings suggest that most learners use the course resources in an assessing and exploratory manner and are far less likely to produce, or to examine, second language (L2) output, either written or spoken. Learners were found to be selective and to demonstrate significant metacognitive awareness (Wenden, 1998) in their interactions and learning methods, displaying agency and exploiting affordances beyond the design of the course itself. Implications for LMOOC design, including the need to question whether courses should emphasise L2 production or resource provision, are considered, in addition to a general need for more granular, dynamic research, so as to better understand the types of learners who engage in LMOOCs and to better cater to diverse learning needs.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1292240
- Availability:
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