Yella Reddy- 1537213- ELT



                                                        Much Ado about MOOCs


Main Argument:  Massive open online courses [MOOCs] are all the rage these days, at least in the press. Is all the hype justified? MOOCs are work in progress and may well turn out to be the educational game changer they are predicted to be, before that they have to resolve the ‘Fraud factor’.



  1. A year ago, Stanford, Harvard and the Massachusetts Institute of technology, followed quickly by other top-tier institutions, began to offer MOOCs. The goal was and is laudable: to offer free, world- class education to anyone and everyone with internet access.
  2. The MOOC represents the ultimate democratization of education, at least in theory. But what quickly followed was the usual capitalist scramble to figure out how to make a buck from a great idea.
  3. Once incident happened at Harvard institute, verifying that the student who has signed up for a MOOC is the same person who has completed the work and taken the exam is, at the moment a daunting obstacle.


  1. The author has done the research only in United States of America, he has to do the research throughout the countries who are pursuing the MOOC courses. Then the author will get a better idea.


Conclusion:  The author says that will online education replaces the face to face education. If it replaces will it provides the proper structure for business course and philosophy subjects. He asks the faculty members of the MOOC to answer the above questions instead of how to make a buck by offering the course.


Author: Martin D. Synder

Source: Academe, Vol. 98, No.6, Professing Service in the Humanities (Nov-Dec 2012), P.55.

Published: American Association of University Professors.






Yella Reddy -1537213- ELT

Title of the article: 

MOOCs: A Disruptive Teaching-Learning Process in Interdisciplinary Boundaries.


Main Objective of the Study: The primary objective of this classroom research is to take a stand that MOOCs play a vital role in acquiring desired language learning skills anywhere and everywhere. The secondary objectives focus on the following

  1. To enhance the learners’ performance in language learning through online courses of one’s own choice.
  2. To identify the leading factors that are evident in the language learners’ journey while trying to acquire language skills through MOOCs.


Methodology:  It is an applied research and descriptive in nature. This study tried to examine certain dimensions that influence the language learners to acquire receptive and productive skills such as Listening, Speaking, Reading and Writing.  This systematic inquiry involved the first year students of Management Studies, Christ University, Bangalore as an adequate sample of participants. This descriptive study uses the learners’ attitudes, practices, concerns and interest to measure the learning outcome. A considerable amount of time spent in literature review paved the way for framing thirty questions to build a questionnaire using five point Likert scale as a research instrument.

Data Collection: There are six parameters involved in the scale.

First parameter: Use of Research Tools focuses on areas such as use of search engines, Google doc, research links, use of online tools and discussion forum to improve their language skills.

Second parameter: Language skills deals with comprehension, listening expression of one’s view, conversational skills and style of writing.

Third Parameter: Originality and writing Practice includes improving classroom test score, using own word to build an assignment, repeated writing practice, plagiarized free work and use of secondary sources as a referential tool.

Fourth parameter: Multiple Intelligence/Creative and Critical Perspectives, comprises learning through video lectures, power point presentations, learning speed, research interest, and a sense of inquiry.

Fifth parameter: Learner- Centric Approach, involves the students’ satisfaction, the students’ individual progress, the teachers’ minimal role, research aptitude and freedom.

Sixth parameter: Awareness of Social and Sociable Sense, looks at proactive approach, social sensitivity, social responsibility, sense of cordiality, and inculcation of sociable attitude.

Data Analysis: The primary stake holders of this study were the students of Graduate Management Studies. More than 80 questionnaires were circulated for the task; 65 respondents completed questionnaire and responded to all the questions. All the 65 responses were considered for final analysis which considered of 23 female learners and 42 male learners. The pie chart reveals the learners’ overall interest in improving their listening skills.

Conclusion:  It is quite clear that factors taken in to consideration for analysis have revealed the positive result in MOOC learning environment. The number of students aspiring to get good education is continually increasing. In this regard, the intervention of online education is a remarkable achievement in the history of education in India as it alters the nature of instruction and learning. On the whole, teaching-learning process in future would be MOOC driven rather than classroom/teacher centered knowledge dissemination.


Source: International Journal of Language and Linguistics.     ISSN 2374-8850 (Print), 2374-8869 (Online) Vol. 1. No.2; December 2014.

Authors: Arul Prabharan Gasper

                Asst. Professor of English,

                Christ University.

                L.T. Om Prakash PhD

                Asst. professor in Sociology

                Christ University.







Yella Reddy-1537213- MOOC- Assignment 1

Quirks and Rituals

I prefer to wake up early and I have to take bath. After bath, I will pray to God, then I will sit in a quiet place and will start my writing. I want to sit alone and I want to write, then only my mind and my hand will work perfectly. If I start writing on one topic, I will write continuously one or two hours with out any break. But I have to rectify my mistakes. I have one bad habit whenever I write or read, I prefer to check cricket scores and this habit is distracting me a lot. I have to over come it and then I will become a good writer I think. I hope I will improve my writing skills soon.

Yella Reddy- 1537213 [ELT]


1.   Differences between Traditional classroom and Virtual classroom?



This article offers a comparative study between both teaching methodologies.


Traditional classroom                                                                                 Virtual classroom

Class timing : 

Schedule is fixed and pre-decided. Students and teachers have a little in the decision. Class duration is fixed.

Class timing : 

Schedule can be flexible, according to the needs of both teachers and students. Class duration can be extendable.

Learner’s group

Student’s similarly fall with in a similar age, profession, or academic background.

Learner’s group

Student’s composition may vary greatly in age, profession, and academic background.

Teaching Methodology 

Classes are typically teacher-driven and teacher-centric. Traditional teaching tools are used such as black board, charts, etc.

Teaching Methodology 

Classes can be technology-driven and learner- centric. Modern teaching tools are used such as 3D, multimedia, etc.

Collaboration in learning 

Teacher and students collaborate in the physical classroom. Usually one teacher per class, difficult to bring guest faculty due to physical and travel constraints.

Collaboration in learning 

Teacher and students collaborate online via video, audio, text chat. Easier to involve multiple teachers and to bring in guest speakers anywhere in the world.


Evaluation involves taking tests, and handing in manually-graded assignments. Time consuming and results are slow.


Automated evaluation conducted through online tests. Results are quick, accurate, and completely transparent.


Class is held, if you forget to note something

down or can’t attend, you’ve missed it.


Classes are recorded, including audio, video, and every screen. Students can review the exact explanation and methods.

Common distractions 

Common distractions include breaks, student interruptions, and administrative details.

Common distractions 

Common distractions include internet problems, and students indulging in other online activities.


Setting up classroom infrastructure is expensive.

Students and teachers have to travel from their homes to schools.


A computer, a head phone, Internet connection and web camera are required which is less expensive. No travel cost, teach and learn from anywhere.

The above article was written by  Dr. Bruce A. Johnson. To find out more visit http://

2. Referred two MPhil dissertations which are related to ELT.

1. Impact of SMS on English as a Language

Submitted by Madhusree .S.Bhat

2.  Second Language Learner’s problems in acquiring reading and writing Skills in English          : A Study at the Higher Secondary Level

Submitted by  Gracy Simon

3.    Referred APA style sheet 4th edition.


Yella Reddy – ELT 1537213


Book – 1      Second Language Acquisition an advanced resource book   [Section 1 and 4]

Authors: Kees de bot, Wander Lowie and Marjolyn Verspoor


Main Points

  1. Defining the field
  2. The field of Second Language Acquisition [SLA]  focuses on how languages are learned.

Doing SLA research

 Qualitative research

  1. Observation method
  2. Introspection method

Quantitative research

Experimental studies

Survey studies

Longitudinal and Cross- sectional research

Real time studies versus Apparent time studies

Reporting on Research

  1. Introduction
  2. Background
  3. Method
  4. Participants
  5. Materials
  6. Procedures
  7. Results
  8. Discussion
  9. Conclusion
  10. References
  11. Appendices

The above mentioned book mainly deals with Second Language Acquisition and also it has a lot of examples how to do the case studies. I t also helps us how to report research work of Second Language Acquisition.


Book -2:  Teaching of English      [Page No: 152- 164]

Author: B.N. DASH


  1. Use of Audio-Visual Aids
  2. Classification of Audio Visual Aids
  3. Conditions for the successful use of Audio- Visual Aids in Teaching English


  1. Play way in Teaching English [Page No: 231-234]

A.Games, Dramatization, Songs, Poems

In this book we can find the use of Audio-visual Aids and their uses and also it gives us the different types of audio-visual aids. In this book we can also learn about the play way method in Teaching English.