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The Design, Development, and Evaluation of the Task-Based Small Private Online Course (SPOC) for Learning English for Occupational Purposes
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Author(s): Hanxu Wang (Universiti Sains Malaysia, Malaysia), Mariam Mohamad (Universiti Sains Malaysia, Malaysia), Nurul Maziah Mohd Barkhaya (Universiti Sains Malaysia, Malaysia)and Ju Yan (Universiti Sains Malaysia, Malaysia)
Copyright: 2026
Pages: 60
Source title:
Assessing Educational Digital Transformation in the AI Era
Source Author(s)/Editor(s): Shaoxu Du (Universiti Sains Malaysia, Malaysia), Mageswaran Sanmugam (Universiti Sains Malaysia, Malaysia), Nurul Maziah Mohd Barkhaya (Universiti Sains Malaysia, Malaysia), Chuang Chen (Zhengzhou University of Industrial Technology, China)and Jia Wang (Chung-Ang University, South Korea)
DOI: 10.4018/979-8-3373-7508-3.ch012
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Abstract
MOOCs are found to be limited in improving learner performance and perceived motivation, especially in English for Occupational Purposes (EOP). This study designed, developed, and evaluated a Task-Based Small Private Online Course (TB-SPOC) for EOP in Chinese Higher Vocational Colleges (HVCs). Guided by Task-Based Instruction, Self-Determination Theory, and the ADDIE model, the TB-SPOC emphasized real-world communicative tasks aligned with national standards. A quasi-experimental design involved 360 first-year HVC students from high school and vocational school backgrounds, who were randomly assigned to either a TB-SPOC or Content-Based SPOC group. Performance was assessed through pre- and post-tests on discourse competence, and perceived motivation was measured using an adapted Instructional Material Motivational Survey. The study provides empirical evidence for the effectiveness of TB-SPOCs in enhancing learning performance and perceived motivation, offering insights for improving vocational English instruction through innovative online models.
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