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چکیده
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This study explores the feasibility of implementing a National Massive Open Online Course (MOOCs) application for teaching English as a Foreign Language (EFL) in Iran. With the increasing demand for English proficiency worldwide and the growing popularity of online learning platforms, there is a pressing need to examine the viability and potential benefits of utilizing MOOCs for language education in Iran. The research employs an introspective approach, drawing insights from stakeholders including educators, policymakers, and language learners. Through qualitative analysis of interviews, surveys, and existing literature, the study investigated the perceived advantages, challenges, and opportunities associated with developing a national MOOCs application tailored to the Iranian context. To this end, the study was carried out in two phases with phase one drawing on multi-faceted resources particularly national and international documents for the use of such technologies along with insights from the experts, policy makers and practitioners in the field. And in phase two as a supplement to the study, a robust measure was developed and validated to assess the attitudes of more frontier practitioners in the field on the use of MOOCs in educational settings in general and English language teaching in particular. Findings in phase one indicated significant interest and support for the initiative among stakeholders, highlighting potential benefits such as increased accessibility, affordability, and scalability of English language education. However, challenges such as infrastructure limitations, digital divide concerns, and cultural considerations emerged as key areas of concern. And findings in phase two confirmed the development and validation of a national MOOCs application scale (NMAS) with 12 sub-constructs and 60 items. The study concludes with recommendations for policymakers, educators, and online course content developers to address these challenges and maximize the potential of the National MOOCs application for EFL instruction in Iran. Implications are discussed .
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