Chinese English Teachers’ Perspectives on “hMOOC Flipped Blends”: Project BMELTE (Blending MOOCs Into ELT Education)

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)


This chapter reports two related studies involving experienced university teachers of English language and literature from China, who engaged in reflection on how to blend FutureLearn MOOCs (Massive Open Online Courses) into their existing English Language Teaching (ELT) curricula while attending courses at Coventry University (UK). The first study relates to 12 lecturers who enrolled on an 'upskilling' English for Academic Purposes (EAP) summer course in academic year 2016-2017. The second one relates to the experience of 5 visiting scholars who attended classes on module Theories, Methods, and Approaches to Language Learning and Teaching on a postgraduate course (Master's of Art) in English Language Teaching and Applied Linguistics in academic years 2017-2018 and 2018-2019. The MA integrates 'off-the-shelf' MOOCs into its curriculum. The chapter investigates the Chinese teachers' perspectives on the adoption of 'hMOOC' distributed flip blends in a Chinese ELT context.

Original languageEnglish
Title of host publicationRecent Developments in Technology-Enhanced and Computer-Assisted Language Learning.
EditorsBin Zou, Michael Thomas
PublisherIGI Global
Number of pages20
ISBN (Electronic)9781799812845
ISBN (Print)9781799812821, 9781799812838
Publication statusPublished - 2020


  • MOOC, ELT, Reflective Practice, China, Chinese, BMELTE (Blending MOOCs for English Language Teacher Education), BMELTT (Blending MOOCs for ELT), Beliefs, Autonomy, Distributed Flip


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