Development and validation of an LMOOC Quality Evaluation Scale: A large-scale mixed-method approach

Abstract Limited research has examined the quality of language MOOCs and no existing instrument has been developed to gauge learners’ evaluation of LMOOC quality. This study develops an LMOOC Quality Evaluation Scale (LQES) and validates it in the Chinese context, which has the largest number of LMOOC learners in the world. The data were collected from 2,315 LMOOC learners in China using a mixed-method approach. Development and validation of the scale involved (1) generation of an initial item pool based on a semi-structured interview and literature review, (2) refinement of scale items through consultation of LMOOC experts and a focus group interview, (3) exploration of the factor structure of the scale using exploratory factor analysis, and (4) validation and confirmation of the final scale using confirmatory factor analysis. A four-factor model, comprising Instructional Design, L2 Teachers’ Competence, Teaching Implementation, and Technical Support, emerged and was validated. The 26-item LQES provides an original and comprehensive framework for understanding the complexities of LMOOC quality. This study highlights the critical factors underpinning the evaluation of LMOOC quality and paves the way for further refining of the instrument in future research.