Pixel International Conferences

ICT and education, lifelong learning, adult education and language learning have been targeted by the European Commission Department for Education and Training as priority areas for the years 2014-2020. The aim of this paper is to present an experience carried out at HEOI Bilbao, where adult English learners at the level B2 and C1 were encouraged to use MOOCs offered by mainstream platforms as part of their process of language learning.

The results of this experience show that although MOOCs are not a substitute for more traditional- style lessons, they can be successfully used as a supplementary resource for adult language learners at B2/C1 levels. MOOCs are very popular with these students because of their friendly design and their accessibility. As there is a wide range of MOOCs on offer, students can pick those courses that best suit their professional needs and individual interests. The European Commission for Education and Training policies stress the importance of two essential competencies - the ability to communicate in more than one language and ICT skills. Using MOOCs as a tool for L2 learning enables and supports the simultaneous development of both competencies. It also makes language learning meaningful for students because it is precisely the language they are learning what gives them access to other learning experiences relevant to their needs.

 From the teachers’ viewpoint, MOOCs are an excellent learning environment that allows students to access an unlimited amount of linguistic material of excellent quality and can be used to promote students’ autonomous learning. Nevertheless we should not forget that MOOCs have their limitations as language learning tools - above all limitations regarding the specific skills and sub-skills we want our students to acquire. Our experience shows that MOOCs are particularly successful when we want students to improve their listening comprehension and writen interaction in semi-formal contexts.