Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC)
The high attrition rate of Language Massive Open Online Courses (MOOC) is becoming an issue of concern for administrators. To remedy this problem, previous LMOOC studies applied motivational, self-regulation, and technology acceptance theories; however, for the sake of persistence in this context, t...
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Elsevier
2025-03-01
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| Series: | Computers in Human Behavior Reports |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2451958825000089 |
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| author | Amir Reza Rahimi Babak Daneshvar Ghorbani |
| author_facet | Amir Reza Rahimi Babak Daneshvar Ghorbani |
| author_sort | Amir Reza Rahimi |
| collection | DOAJ |
| description | The high attrition rate of Language Massive Open Online Courses (MOOC) is becoming an issue of concern for administrators. To remedy this problem, previous LMOOC studies applied motivational, self-regulation, and technology acceptance theories; however, for the sake of persistence in this context, the term persistence needs to be addressed. For this gap, in the current study, the researchers developed a new conceptual framework, namely, the control-value theory of persistence in LMOOC (CVTPLMOOC), which includes a serial mechanism incorporating environmental factors, cognitive appraisals, persistence, and boredom. The questionnaire was administered through the Iranian LMOOC platform, and 197 intermediate language learners completed it. The symmetrical part of the study validated the factorial structures of our conceptual theory in LMOOC and demonstrated that the higher the interaction between language learners, the more their perception of LMOOC content aligned with their objectives, the more persistence they displayed, and the lower the boredom level. Moreover, serial mediation analysis revealed that extrinsic value appraisal also mediated language learners' persistence and boredom in LMOOCs. The Necessary Conditional Analysis (NCA) revealed that at least eight conditions should be met by the presence of environmental antecedents and cognitive appraisals to shape language learners' persistence in LMOOC. The study has thus contributed to the development of a new theory within the field of LMOOC and CALL and recommended that LMOOCs should be designed based on cMOOCs since language learners' interactions were one of the necessary conditions and had the highest correlation with their persistency in this context. |
| format | Article |
| id | doaj-art-975130355ba848719ef3df09ba85ceac |
| institution | Kabale University |
| issn | 2451-9588 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers in Human Behavior Reports |
| spelling | doaj-art-975130355ba848719ef3df09ba85ceac2025-02-09T05:00:43ZengElsevierComputers in Human Behavior Reports2451-95882025-03-0117100593Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC)Amir Reza Rahimi0Babak Daneshvar Ghorbani1Language, Literatures and Cultures, and their Applications, University of Valencia, Valencia, Spain; Corresponding author.Department of Foreign Languages, Iran University of Science and Technology, Tehran, IranThe high attrition rate of Language Massive Open Online Courses (MOOC) is becoming an issue of concern for administrators. To remedy this problem, previous LMOOC studies applied motivational, self-regulation, and technology acceptance theories; however, for the sake of persistence in this context, the term persistence needs to be addressed. For this gap, in the current study, the researchers developed a new conceptual framework, namely, the control-value theory of persistence in LMOOC (CVTPLMOOC), which includes a serial mechanism incorporating environmental factors, cognitive appraisals, persistence, and boredom. The questionnaire was administered through the Iranian LMOOC platform, and 197 intermediate language learners completed it. The symmetrical part of the study validated the factorial structures of our conceptual theory in LMOOC and demonstrated that the higher the interaction between language learners, the more their perception of LMOOC content aligned with their objectives, the more persistence they displayed, and the lower the boredom level. Moreover, serial mediation analysis revealed that extrinsic value appraisal also mediated language learners' persistence and boredom in LMOOCs. The Necessary Conditional Analysis (NCA) revealed that at least eight conditions should be met by the presence of environmental antecedents and cognitive appraisals to shape language learners' persistence in LMOOC. The study has thus contributed to the development of a new theory within the field of LMOOC and CALL and recommended that LMOOCs should be designed based on cMOOCs since language learners' interactions were one of the necessary conditions and had the highest correlation with their persistency in this context.http://www.sciencedirect.com/science/article/pii/S2451958825000089Language massive open online courses (LMOOC)Control-value theory of emotionsBoredomPersistencyCognitive appraisal |
| spellingShingle | Amir Reza Rahimi Babak Daneshvar Ghorbani Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC) Computers in Human Behavior Reports Language massive open online courses (LMOOC) Control-value theory of emotions Boredom Persistency Cognitive appraisal |
| title | Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC) |
| title_full | Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC) |
| title_fullStr | Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC) |
| title_full_unstemmed | Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC) |
| title_short | Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC) |
| title_sort | toward the language mooc lmooc s low dropout rate the control value theory of persistency in lmooc cvtplmooc |
| topic | Language massive open online courses (LMOOC) Control-value theory of emotions Boredom Persistency Cognitive appraisal |
| url | http://www.sciencedirect.com/science/article/pii/S2451958825000089 |
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