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Development of a blended MOOC implementation model for English language learning: An interpretive structural modeling
Anh Tuan Pham1,2, Muhammad Ridhuan Tony Lim Abdullah1
1Department of Management, Universiti Teknologi PETRONAS, Perak, Malaysia.
Plos One
|July 1, 2026
Summary
This study introduces a structured model for blended Massive Open Online Courses (MOOCs) in English as a Foreign Language (EFL) education. It provides a framework for effective planning, implementation, and evaluation to enhance learning outcomes.
Area of Science:
- Educational Technology
- Applied Linguistics
- Curriculum Development
Background:
- Massive Open Online Courses (MOOCs) offer scalable, flexible, and inclusive learning opportunities in English language education.
- Existing research on MOOCs and blended learning lacks a structured framework for effective integration into formal education, particularly in specific contexts like Vietnam.
- There is a need for a systematic approach to implementing blended MOOCs (bMOOCs) that considers institutional, technological, and learner-specific factors.
Purpose of the Study:
- To develop and validate a structured implementation model for blended MOOCs (bMOOCs) specifically for undergraduate English as a Foreign Language (EFL) instruction.
- To identify and organize key implementation elements into a coherent framework for effective bMOOC integration.
- To provide practical guidance for stakeholders in EFL education to enhance English language instruction in the digital age.
Main Methods:
- Interpretive Structural Modelling (ISM) was employed to identify and validate 20 key sub-indicators for bMOOC implementation.
- The indicators were systematically grouped into three interconnected phases: planning, implementation, and evaluation.
- A learner-centered approach was adopted, emphasizing analysis of learner backgrounds, motivations, objectives, materials, technology, instructional strategies, participation, and feedback.
Main Results:
- A validated structured implementation model for bMOOCs in EFL instruction was developed.
- The model comprises 20 key sub-indicators across planning, implementation, and evaluation phases.
- Key elements include learner analysis, clear objectives, appropriate materials/technology, effective strategies, learner participation, technical support, formative assessment, and feedback.
Conclusions:
- The developed bMOOC implementation model offers a practical, learner-centered framework for enhancing EFL education.
- The model addresses common challenges in blended learning environments and provides guidance for administrators, educators, and curriculum developers.
- Effective implementation of bMOOCs, guided by this model, can significantly improve the quality of English language instruction in higher education.
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