The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach

Abstract

A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and answered questions about their L2 selves’ identities and attitudes toward LMOOC. The results of Partial Least Square Structural Equation Modeling (PLS-SEM) showed that learners with positive future images of language learning and intrinsic interests in the target English culture are more likely to engage in LMOOC in the future. Further, they found LMOOC a useful and comfortable system, which enabled them to fulfill their obligations and meet others’ expectations. The authenticity gap in Iranian EFL is also worth mentioning since learners tended to have a more positive attitude toward unstructured language contexts than structured ones. As an implication of these findings, scholars should examine the factors contributing to increasing the authenticity gap in LMOOCs to accelerate the completion rate of these courses. LMOOC designers should take advantage of this issue by adding additional features to their platforms and running their courses in response to learners’ instrumentalities. The study also added a new conceptual framework to CALL, LMOOC, and language learning motivation literature.