MOOCs for EFL learners: Challenges, motivation, and engagement through the lens of expectancy-value and socio-cognitive theories

Abstract

Massive open online courses (MOOCs) are well-known for offering flexible learning; however, they also pose challenges for English-as-a-foreign-language (EFL) learners, particularly in maintaining motivation and engagement in such self-paced learning online courses. This study explored the factors influencing EFL students' participation in a MOOC through the lens of Expectancy-Value Theory and Socio-Cognitive Theory. Employing a qualitative design, involving 31 EFL students from a private university in the Mekong Delta enrolled in a public speaking MOOC, the study collected data of 20 reflective journals and 12 semi-structured interviews from these participants. The data was analyzed using reflexive thematic analysis. The findings revealed that student engagement increased when learners expected success, perceived the course as valuable, and employed self-regulated learning strategies. Motivation was sustained through goal setting, time management, and persistence; however, language barriers, technological issues, and social isolation impeded learning. Despite these obstacles, students use goal setting, time management, and persistence to sustain motivation. Expectancy–value theory (EVT) explains how perceived value and expectations of success shape engagement, whereas social cognitive theory (SCT) emphasizes self-efficacy and self-regulation as key drivers of motivation. These findings can inform educators, curriculum designers, and policymakers in developing more supportive online learning environments. Alongside recommending inclusive instructional strategies, including linguistic support, interactive content, and community-building, the study urges research into the long-term effects of SRL strategies and the effectiveness of SRL-based training for EFL learners in varied MOOC contexts.