Dr. Chen Jianlin
is a Professor at Shanghai International Studies University (SISU) where he heads the research program of graduate studies in theory and practice of Foreign Language Education and Language Educational Policy. He has an MA. in Descriptive and Applied Linguistics (University of Essex) and a Ph.D. in English Language Education (SISU). Prof. Chen Jianlin worked on different issues in foreign language education related to curriculum development, educational technology, web-based foreign language teaching and learning, teachers’ development in foreign language education, CALL course design, etc. With a 15-collection TV Program of language education, around 10 books and some 50 articles and book chapters to his credit, Prof. Chen Jianlin has also been Visiting Professor in several universities in China. Among his books are: Organization and Management in English Language Education; Theory and Methodology in Foreign Language Teaching Research; The Integration of Computer and Networks into Foreign Language Curriculum. His TV works “English for Primary School Pupils” shown on CCTV 2 (2004-2005) received the 2005 Award of first prize of Best TV Education Program from the China TV Educational Research Association (CTVERA). Since 2011, he is a vice-president of China CALL. Contact: email@example.com MOOCs and Their Implications on Foreign Language Teaching Reform in China
This paper argues for the birth of MOOCs as a disruptive innovation in education and their implications on the English language teaching (ELT) for non-English majors in colleges and universities in China. MOOCs are considered one of “the most important education technologies in 200 years” (Regalado, 2012) and will bring about great changes in global higher education. The arguments in the paper are presented in terms of MOOCs development process and their implications on ELT in China, majorly covering these issues: (a) MOOCs’ development (their sources, background, theoretical basis and major characteristics); (b) MOOCs’ design and their application to ELT (principles for design, teaching models and flipped classroom of ELT); (c) MOOCs’ implications on ELT in higher education in China (MOOCs resources wrapped into ELT curriculum, teachers’ training in MOOCs’ utilization and application, and learners’ autonomy in MOOC-based English learning). Based on the current research into MOOCs development and application, the paper discusses the above issues majorly from the post-traditional perspectives, triggering reflection to the inadequacies of the present MOOCs understanding and their application to ELT particularly in China and raising a tentative framework for innovative application of MOOCs to college English teaching.