The effectiveness of asynchronous MOOC learning for vocabulary acquisition among Chinese undergraduates

Asynchronous online learning has increasingly been recognized as a flexible and accessible approach for enhancing language proficiency among ESL and EFL learners. Although the overall impact of asynchronous learning on language acquisition has been extensively examined, investigations into its specific influence particularly on vocabulary development remain comparatively limited. This study examines the effectiveness of asynchronous online learning, via the Chinese University MOOC platform, in expanding English vocabulary among Chinese undergraduate students. Employing a mixed-methods design, 30 non-English majors completed a four-week online vocabulary course. Quantitative data were collected through pretests and posttests using the Productive Vocabulary Levels Test (PVLT) to assess knowledge of word form, meaning, and use. Semi-structured interviews investigated learners’ experiences, perceptions of the platform, and challenges encountered, providing qualitative insights to complement the quantitative analysis. Results indicated significant gains in learners’ productive vocabulary and the interview data revealed that students valued the platform’s flexibility and reported increased motivation and autonomy in learning, yet also cited limitations such as limited peer interaction and occasional technical issues. These results suggest that asynchronous MOOC-based instruction can effectively enhance English vocabulary size. Implications of this study highlight the potential of asynchronous platforms for vocabulary acquisition and highlight the need to address these limitations in course design.

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