Massive Open Online Courses (MOOCs) in English as a Foreign Language Learning: A Systematic Review

Abstract

This study presents a systematic literature review on the integration of Massive Open Online Courses (MOOCs) into English as a Foreign Language (EFL) instruction, drawing on publications from 2022 to 2025. Guided by Duque et al.’s (2024) methodological framework, the review synthesizes empirical and theoretical insights from peer-reviewed studies retrieved from Google Scholar, Copernicus, and Scopus. Findings reveal that MOOCs, whether implemented independently or in conjunction with flipped instruction, Content and Language Integrated Learning (CLIL), or self-regulated learning (SRL) strategies, significantly enhance learners’ reading comprehension, communicative competence, motivation, self-efficacy, and intercultural awareness. Moreover, discourse innovations such as engagement markers are shown to sustain learner agency in digital environments, while theoretical applications of Cognitive Load Theory (CLT) and Expectation Confirmation Theory (ECT) underscore the importance of managing cognitive demands and aligning learner expectations. Despite these promising outcomes, notable gaps remain, including the scarcity of longitudinal studies, limited participant diversity, and the absence of comprehensive instructional design models. The review concludes that MOOCs hold transformative potential for reshaping EFL pedagogy into more flexible, learner-centered, and globally relevant practices. However, their long-term efficacy will depend on sustained empirical inquiry, the integration of advanced technologies such as artificial intelligence, and the development of holistic frameworks that address cognitive, affective, and intercultural dimensions simultaneously.