The Effect of MOOC-Based Instruction on the Creativity of Iranian Intermediate EFL Learners: A Quasi-Experimental Study

The rapid integration of technology in education has introduced Massive Open Online Courses (MOOCs) as flexible, interactive platforms with potential cognitive benefits beyond language acquisition. This quasi-experimental study investigated the effect of MOOC-based instruction on the creativity of English as a Foreign Language (EFL) learners, comparing it with traditional face-to-face instruction. Sixty Iranian intermediate EFL learners were divided into an experimental group (MOOC instruction, n=۳۰) and a control group (traditional instruction, n=۳۰). Creativity was measured using the Torrance Tests of Creative Thinking (TTCT) before and after an ۸-week intervention, supplemented by qualitative feedback. Quantitative results revealed a significant increase in creativity for the MOOC group (۲۲% improvement; p < ۰.۰۰۱) compared to the control group (۱۰% improvement; p = ۰.۰۰۲), with a large effect size (Cohen's d = ۱.۲). Qualitative analysis indicated that learner autonomy, multimedia engagement, peer collaboration, and exposure to diverse perspectives were key contributors to creative development. The findings suggest that integrating MOOCs into EFL curricula can foster greater creativity by providing self-directed, collaborative, and stimulating learning environments. Implications for pedagogy and suggestions for future research are discussed.

کلیدواژه ها:

Creativity ، Massive Open Online Courses (MOOCs) ، EFL learners ، Learner autonomy ، Intermediate level