ISSN: 2222-6990
Open access
The study adopts qualitative research aims to explore college students' self-regulated learning experiences in Massive Open Online Courses (MOOCs) focused on English reading. Through in-depth interviews with informants who have participated in these courses, the study seeks to understand the strategies, challenges, and opportunities encountered by students in their self-regulated learning journeys. While self-regulated learning has been widely studied in various educational contexts, there a research gap concerning college students' self-regulated learning experiences in MOOC English reading courses. Exploring this gap can provide insights into the strategies employed by learners, the challenges they face, and the impact of course design on their self-regulated learning experiences. The research study demonstrates the significance of self-regulated learning in MOOC English reading courses. By understanding students' experiences and perspectives, educators and instructional designers can develop interventions and support mechanisms that enhance students' self-regulated learning experiences and optimize their learning outcomes in online language courses. Through addressing gaps, the qualitative research study aims to contribute to the existing literature and offer practical recommendations to enhance self-regulated learning in MOOC English reading courses.
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