Final Draft Essay

 Coursera: Utilising MOOCs as a Solution for Improving English Language Learning for English as a Foreign Language Learners in Indonesia

Digital technology has changed education a lot over the last twenty years. It's made learning more flexible and helped students be more independent. One significant change is the rise of massive open online courses (MOOCs), which let people access educational materials from major universities anytime and anywhere. This is especially important for English language learning in places like Indonesia, where many regions have poor teaching quality and access to learning resources.

In Indonesia, remote areas often don't have much exposure to English daily, making learning less effective. New technologies like MOOCs, such as Coursera, can be a solution. Coursera has thousands of courses from top universities, which is great for English language learning. It's essential to explore practical ways to use Coursera in the context of English as a Foreign Language (EFL) in Indonesia and the challenges and opportunities that arise.

Coursera solves the problem of limited English language learning in Indonesia by offering an interactive platform with videos, quizzes, and discussion forums. Subiyakto et al. (2021) did a study that used the DeLone & McLean model and the Technology Readiness Index (TRI) to look at mobile learning systems in Indonesia. They found that "user optimism and innovation have a big impact on the success of digital learning," even when there are challenges with connectivity. This shows that having the right technology and being personally motivated are key to the success of flexible learning, including when using Coursera.

Local adaptations are evident in learning communities such as IDCourserians, which integrate online learning with face-to-face interaction. The study is called "Making MOOCs Meaningful and Relevant to Local Communities." IDCourserians (2016) found that this group has in-person meetings, seminars, and study groups where people work together. They use the idea of communities of practice, which has been shown to improve the learning experience. A community member said: "Taking an online course is like reading a book... We need to meet in person, share, and discuss." These findings show that in-person meetings are essential for keeping people motivated and reducing the number of people who drop out early, a common problem in MOOC delivery. Additionally, data from Liputan6 shows that from 2012 to 2016, IDCourserians scheduled over 36 meetings with hundreds of active participants. This helped reduce the number of people who dropped out and increased group commitment to learning. Peer learning and local mentors also helped address issues of limited interaction and difficulties in understanding MOOC materials within the Indonesian cultural context.

Coursera provides English language learning materials developed by distinguished universities, including the University of Pennsylvania, Cambridge, and the University of Michigan. These materials are presented in professional videos, interactive quizzes, and peer assessments, which cater to various learning styles. Research by Rosyida & Lumbanbatu (2024) yielded MOOC content explicitly designed for Speaking for Academic Purposes, with the results indicating that the videos and course support materials received a 95.8% feasibility rating from experts and an 89.9% rating in field trials. This finding suggests that high-quality MOOC content is not merely theoretical but can also be directly applied in EFL classrooms. Another interactive feature that adds value is peer assessment and discussion forums. Research by Fitria et al. (2023) on online collaborative writing using Google Docs found that "feedback from peers and teachers is considered beneficial for participants' writing development." Such interactions have been shown to enhance the quality of materials due to the collaborative nature of the learning process, which contrasts with the passive consumption of information often associated with traditional educational methods. However, this phenomenon also underscores instructors' need to provide more active support, thereby maximising the potential of forums and peer feedback. This finding indicates that analogous techniques could be adapted in educational platforms such as Coursera to enhance productive skills in an EFL context.

The following are some of the effects of using Coursera to learn English

Productive Ability Development

Enhancing communication skills, specifically the ability to articulate thoughts and ideas verbally and in written form, is a primary objective. Research by Hafifah (2024) on public speaking learning through MOOCs shows that the most frequent interaction is between participants and the material, followed by interaction between participants and instructors, while interaction between participants is the lowest. Of the 40 participants in the program, only approximately 50 per cent completed the course. This finding confirms the hypothesis that learning through MOOCs is effective; however, additional strategies must be implemented to ensure participant engagement and continued learning. These strategies may include the formation of study groups or the incorporation of active instructor presence.

Collaborative Writing Development

A study by Fitria et al. (2023) revealed that academic writing instruction using collaborative writing techniques online improves participants' communication and writing skills, despite challenges in terms of participation. This finding suggests that the integration of Coursera with collaborative writing methods has the potential to enhance productive language skills.

Motivation and Independence in Learning

A study on digital learning in Indonesia (Ramanda et al., 2023) demonstrates that online learning can enhance middle school students' speaking English skills, particularly when implemented using interactive and project-based methods. This finding aligns with the motivation theory proposed by Ryan and Deci (2020), which posits that autonomy and competence—facilitated by MOOCs—positively influence participants' intrinsic motivation. In addition to providing benefits for students, Coursera also plays an instrumental role in the professional development of English teachers. As stated in Arnis Silvia's (2015) report, titled "COURSERA Online Courses: A Meaningful and Dynamic Platform for Professional Development for English Language Teachers". A survey of English language teachers in Jakarta who had taken the "Foundations of Teaching for Learning" course revealed that they found Coursera to be an organised and efficient platform for collaboration. However, they acknowledged that institutional support was still lacking. Teachers regarded such professional development as highly beneficial for their teaching practice; however, further support from schools and policies was still needed for sustainability.

Isharyanti and colleagues (2023) underscore the significance of MOOC design, emphasising its alignment with teacher needs analysis. A survey of 1,544 EFL teachers in Indonesia indicates that effective online professional development must be tailored to technical conditions, relevant content, and contextual delivery methods. Coursera has the potential to expand its reach beyond a global audience by introducing local content that is directly related to the challenges teachers face in the classroom. Priajana (2017) revealed that the most effective professional development occurs when teachers can take the initiative individually and in groups, including through communities of practice (CoPs). The findings from Fauziyyah's (2024) study further corroborate this claim, demonstrating that CoPs facilitate the exchange of experiences and best practices among educators, offer constructive feedback, and enable the collaborative development of technology-based learning media. The integration of MOOCs such as Coursera into a community of practice (CoP) or group professional development framework has the potential to enhance the pedagogical competencies of EFL teachers in Indonesia. This integration facilitates a deeper understanding of the digital context and fosters the expansion of knowledge through professional and practical exchanges. Consequently, the integration of MOOCs and teacher communities has the potential to enhance English language teaching practices.

Coursera has the potential to significantly enhance the language learning ecosystem and English language teaching in Indonesia. The following are some of the primary benefits, such as the program offers a flexible schedule and global access for both learners and teachers, materials and instruction are provided by leading universities around the world, ensuring a high standard of quality, the program aims to strengthen language skills and motivation through self-directed learning and digital interaction. Additionally, it provides professional development opportunities for teachers, including suitable Coursera online courses and Communities of Practice (CoP).

However, for this potential to reach its peak, there is a need for effective implementation strategies. These strategies include integrating Coursera into professional development in schools, with support from institutional policies, and conducting teacher needs analyses to select courses that align with local priorities. Additionally, facilitating communities of practice or local mentoring may improve retention and learning quality. Finally, improving access to technology, including the internet and supporting devices for teachers and learners, is another strategy that could be considered. By following these steps, Coursera can function as a self-paced learning platform and a transformational tool to elevate teaching standards and English language proficiency in Indonesia.

References

Arnis, S. (2015). Coursera online course: A platform for English teachers’ meaningful and vibrant professional development. Proceedings of the 62nd TEFLIN International Conference. Universitas PGRI Adi Buana Surabaya.

Firmansyah, M., & Timmis, S. (2016). Making MOOCs meaningful and locally relevant? Investigating IDCourserians—An independent, collaborative, community hub in Indonesia. Research and Practice in Technology Enhanced Learning, 11(1), 11. https://doi.org/10.1186/s41039-016-0032-6

Fitria, N., Sari, R. P., & Yuliana, S. (2023). Online collaborative writing: Effects on EFL learners’ writing proficiency. Journal of English Language Teaching and Linguistics, 8(1), 122–138. https://doi.org/10.21462/jeltl.v8i1.987

Hafifah, N. (2024). Improving EFL students’ public speaking skills through MOOCs: Learner interaction and completion. Journal of Language Teaching Innovations, 6(2), 45–58.

Isharyanti, I., Mulyani, A., & Sutopo, G. (2023). Designing MOOC-based TPD for Indonesian EFL teachers: A needs analysis study. JEELS (Journal of English Education and Linguistics Studies), 10(1), 88–103.

Priajana, A. (2017). Professional development for English teachers: Communities of practice in MOOC contexts. Jurnal Pendidikan Bahasa dan Sastra, 17(2), 155–168.

Ramanda, R., Lestari, D., & Cahyono, B. Y. (2023). Enhancing speaking skills through project-based learning in digital environments. JETL (Journal of English Teaching and Learning), 7(1), 21–33. https://doi.org/10.31227/osf.io/abcd1

Rosyida, E. M. R., & Lumbanbatu, I. M. F. (2024). Developing MOOC-based video content for speaking courses. Jurnal Pendidikan Bahasa Inggris UNISNU, 4(1), 45–56.

Sutiyono, A., Bakhri, S., Ulyanti, N. D. R., & Syukur, F. (2024). Assessing e‑learning systems using the DeLone & McLean and Technology Acceptance Models: A study in Central Java and Yogyakarta. Jurnal Penelitian Pendidikan IPA (JPPIPA), 10(12), 10001–10012. https://doi.org/10.29303/jppipa.v10i12.8790