Challenges in learning English in MOOC and SPOC among university students in Jiangxi, China

This study aims to explore the learning challenges faced by Chinese university students in English courses using MOOC (Massive Open Online Courses) and SPOC (Small Private Online Courses) platforms. Drawing on cognitive and social constructivism theories, as well as Bloom’s Taxonomy, it examines how students interact with these platforms and how the embedded support systems influence their English learning experiences. Data collection involved qualitative methods, including in-depth interviews, focus group discussions, classroom observations, analysis of student assignments, teaching plans, and online forum content. A 14-week case study was conducted at a university in Jiangxi province, China, with thematic analysis identifying key themes. The qualitative approach used was critical in understanding the specific challenges students faced on the platforms. Participants were selected based on purposive sampling to ensure the study focused on students with experience using MOOC or SPOC platforms for their English learning. This approach allowed the study to gather detailed, context-specific insights. The selection process included identifying students from English classes who had been involved in online learning activities on MOOC or SPOC platforms for at least one semester. This criterion ensured the relevance and depth of their experiences for this study. Data collection techniques involved a combination of in-depth interviews, focus group discussions, classroom observations, student assignment analysis, teaching plan reviews, and forum content analysis from the online platforms. Each method was selected to provide a comprehensive view of student experiences and challenges across different learning activities and interactions on the platforms. The researcher acted as the primary instrument for data collection, ensuring the study's objectives were met through rigorous interviews, observations, and data analysis. The research process was further validated by expert reviewers who assessed the interview protocols and observation methods, ensuring their alignment with the study’s goals. To increase reliability, the researcher conducted multiple rounds of data review and cross-checked themes with peer debriefing, reinforcing the consistency and accuracy of the findings. Based on the findings, several key challenges were identified, such as language barriers, limited interaction between students and instructors, lack of motivation, and issues with platform design. The study provides practical recommendations, including enhancing interactive learning opportunities, improving the contextualization of learning materials, and developing more effective assessment methods. These findings contribute to a deeper understanding of online education in China and offer strategies to improve digital learning environments for English learning. This study also aligns with the global objective of SDG 4 (Quality Education), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, by enhancing the learning experience of university students through MOOC and SPOC platforms.

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