Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

Abstract This paper examines the role of motivation, anxiety, and self-efficacy beliefs their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations goals for joining these LMOOCs how do relate foreign language anxiety; (2) anxiety levels change as a result course completion; (3) is there correlation between in this context? A mixed-methods design used quantitative qualitative data gathered from self-reflective questionnaires forum discussions. The results reveal that learners intrinsic motivation more likely complete courses than those who sign up manage personal situation or advance career studies. No direct was, however, found other variables under scrutiny. Learners present higher at end beginning, while affected much smaller degree by completion. Although spoken interactions learning environment not synchronous, apprehension prevent many fully participating activities.