International Journal of Language & Linguistics

ISSN 2374-8850 (Print), 2374-8869 (Online) DOI: 10.30845/ijll

MOOCs: A Disruptive Teaching-Learning Process in Interdisciplinary Boundaries
Arul Prabaharan Gaspar, L. T. Om Prakash

Our teaching-learning process has taken an alternate route-“disruptive learning” process which scatters the learning community beyond the classroom set up to get involved in language learning. Teaching-learning process in the 21st century is interdependent and interdisciplinary. The bottom line is whether MOOCs enhance the learners’ language skills. What factors are involved in developing the desired skills if their productive and receptive skills take a better shape? Keeping this in mind, this interdisciplinary study examines certain factors and their functions in enhancing the language learners’ productive and receptive skills in English language. This descriptive intervention in the form of open online education has significantly improved the learners’ listening skills, style of writing, unique expression of views, choice of words, pace of learning and their understanding. This analytical research confirms that the intervention of technology in the form of MOOCs is an inevitable cause of today’s English language teaching-learning process.

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