This is the first published book on Language Massive Open Online Courses (LMOOCs): Language MOOCs: Providing Learning, Transcending Boundaries, an edited volume of 10 chapters, each authored by a prominent researcher or team that is attempting to determine the newly emerging potential of LMOOCs. To this end, the volume provides assorted views of LMOOC research, and suggests future directions for LMOOCs in language teaching and learning. It offers insights into the use of LMOOCs, by covering the all-important pedagogic and linguistic factors, moving on to more peripheral themes (such as sociological and ethical issues), and reflecting on aspects of philosophy, MOOC diversity, architectonics, designed models, research results and tool sets. The distinct structure of this volume dictates that it should be dipped into and not read in a linear fashion.

Chapter 1, by the editors, E. Bárcena and E. Martín-Monje, begins by introducing LMOOCs and the work by Nunan (Reference Nunan1992) on constructing strategies, connections, sharing new knowledge and collaborative learning. They question the suitability of peer feedback given the large number of student participants in MOOCs. A literature review (scant indeed, given the pioneering nature of this book’s subject) with a focus on effective language learning elements and requirements in LMOOCs is given, and whether or not it is premature to claim that entire languages can be learnt effectively online is clearly addressed. The main MOOC and LMOOC platforms, the variety of languages offered, and the availability of specialized conferences and symposiums worldwide are also explored. This is the chapter's strong point. We may not agree that LMOOCs make up a completely “novel model” (p. 10), but we would agree that this volume highlights the laudable initial objectives of MOOCs and their unresolved business model. Chapter 2, authored by M. Sokolik, defines and adopts the ideologies behind MOOCs, and contains a critical discussion of MOOC types and getting the right blend of engagement, community, membership, communication and creativity to make an effective LMOOC. Distinctive categories of MOOCs, Connectivist MOOCs (cMOOCS) and xMOOCs (a term based on the idea of MOOCs as eXtensions), and forms of assessment in each platform give rise to an important debate about each platform, comparing their strong and weak points. The management of MOOCs, explanations of their success, and advice on effective feedback and interaction are given, as an induction to basic concepts, solutions and limitations. There is also a useful ‘Rubric for Self-assessment of Writing’ in the appendix.

Chapter 3, by A. M. Teixeira and J. Mota, proposes an interesting design model for the creation of collaborative LMOOCs based on defining the features of innovative, integrated and international MOOCs (iMOOCs). The text rightly criticizes the traditional metrics of higher education and suggests an exemplified innovative learning approach based on a number of institutional models. The technical environments of iMOOCs are mentioned, and suggested ways of managing them include ‘bank of challenges’, facilitators and required tool sets. Thus, an invaluable idea about the collaborative context is introduced – interconnected with chapter six, which explains the architectonics of MOOC design.

Chapter 4, by T. Beaven, T. Codreanu and A. Creuzé, contains one of the first studies on participant motivation in LMOOCs. Much of the material is new, and by including statistics on MOOC activities, the self-evaluation questionnaire, and a summary of the results, linked to previous theories, the chapter is more practical and interactive in its application. This excellent study is based on Self-Determination Theory and adapts the intrinsic motivation inventory to the context. The result is a critical analysis of the “time spent on MOOC” and the “user profile and their goals”. It critically analyses the results of surveys, and attempts to explain the design methods employed with MOOCs. However, the data visualization of a Twitter account (p. 56) is far from clear and could include an innovative visualization MOOC tool.

Chapter 5, by D. C de Larreta-Azelain, focuses on the key features of the instructor's role in LMOOCs, and the author offers useful empirical research and recent insights, from a theoretical and practical point of view, that make this chapter of greatest interest to those of us considering future research and design in this field. It includes references to case studies and papers on the role of the instructor. The chapter emphasizes the quality of transmission of learning, and teacher qualifications, whilst a comparison of theories attempts to criticize and propose frameworks for language teaching MOOCs, and sheds light on the reasons behind the failure or success of the skills pyramid. It leads to the author’s main proposed model for redefining the teacher's role in this area. Theories of this type have been developed only recently, and include learning theories based on findings from neuroscience and connectivism, as proposed by Siemens (2005). A discussion of Carneiro’s (Reference Carneiro2010) generativism would also have been welcome here. The section Designing and Structuring Communication Tools defines the tools based on the proposed new model (p. 79). It could have benefited from evaluating and combining some of the tools mentioned in chapters 6 and 7.

Chapter 6, written by T. Read, covers some of the same ground as chapter two, in that it highlights the role of different MOOC models and the various types of tools to be used. But it does question MOOC and VLE platforms, and offers a selection of the most effective tool sets with suggestions on how to use them for a variety of LMOOC purposes, including scalability and robustness. It analyses different MOOC models vs. various types of platforms, and suggests a focus on the development of language communicative competence in relation to the language activities. Firstly, it questions whether an LMOOC requires a different platform from any other MOOCs. Secondly, it asks which tools and types of interaction are necessary. It answers these questions competently enough, but more up-to-date tools could have been included.

Chapter 7, undertaken by C. Rodrigo, reveals the outcomes of a survey on the influence of ICT among people with disabilities. It focuses on accessibility, redesigning alternative technologies, digital and social skills, and the learners’ requirements, deeply questioning the creation and features of new educational forms. In addition to the results of research on the role of ICT and its use by people with disabilities, there is an evaluation of the upcoming opportunities for this group. It briefly introduces ICT tools and technology-based specifications of development, suggests the design of adaptive user interfaces, and raises awareness on what constitutes open access features and content. Some sections in this chapter seem a little vague, e.g. Multimodal Adaptive Interfaces, and would benefit from being re-written.

Chapter 8, written by I. Álvarez, highlights ethical and aesthetic considerations in LMOOCs, and explores learners’ moral values, security in eLearning environments, content, and agent role. The text questions the current computer-assisted language learning (CALL) setting, the particular linguistic needs of learners, with a focus on the features of a variety of languages, and the skill-based needs of the participants. This leads to recommendations, as well as questions for further analysis, on how to behave in a variety of online community and cultural settings. It therefore, very usefully, proposes strategies regarding the improvement of accessibility in LMOOCs and references the relevant standards.

The next chapter, the work of F. Rubio, reveals the affordances, the weaknesses and the outcomes of a comparative study on teaching pronunciation linked to the notion of corrective feedback and its significant role in acquisition (Krashen, Reference Krashen1981; Truscott, 1999). This chapter reveals the results of research on “Teaching pronunciation and Comprehensibility in a Language MOOC”, which includes peer feedback as part of an LMOOC Spanish course, and highlights the need for further research. The study analyses potential correlations between types of feedback and pronunciation gains, and whilst many challenges remain, an important success factor appears to be “frequent peer-generated feedback” (p. 157). The findings give rise to discussion about the different affordances of the two learning formats, which provides interesting coverage, and suggestions for further research and evaluation. A common thread running through this chapter, and previous chapters, is the necessity of fostering a collaborative community of language learners within an LMMOC.

The final chapter, by J. Colpaert, is a reflection based “mainly on plain common sense” (p. 163), and concentrates upon present and possible future LMOOCs. The author describes ontological specifications, and highlights the ongoing challenges of LMOOCs and, by extension, the inherent nature of MOOCs, with their blurred ontologies requiring design clarity and definition. Colpaert offers a useful SWOT (strengths, weaknesses, opportunities, threats) analysis of the important features covered by the other contributors to this volume. This chapter is a bit of a catch-all. It mentions specific terminologies and issues, suggests references and ways of conceptualizing LMOOCs, and questions the rationale behind LMOOC development, which, for us, is one of the many strengths of the chapter. The author critically and persuasively questions current MOOC design yet holds great hopes for the potential of LMOOCs in future second language acquisition (SLA) endeavours.

In sum, the strengths of the volume are:

1. 1. a cohesive and coherent context that makes the content easy to follow, e.g. through the frequent references to high drop-out rates and peer interactions;

2. 2. the practical recommendations in chapters 2, 4 and 7 are particularly welcome as are the pedagogical analyses, which are well defined under each chapter. Chapter 5, inter alia, highlights the integral role of the instructor and relevant pedagogies with lots of useful references, tools and ideas for further reading and evaluation; and

3. 3. from different dimensions, each of the author’s critical analyses and suggestions for further development are to be congratulated.

We can wholeheartedly recommend this publication as it presents much-needed direction and reports on experiences of a ‘massive’ growing phenomenon which requires our attention as CALL researchers.