Arab World English Journal (AWEJ) Volume 13. Number1.  March 2022                                  Pp.196-210

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 Migrating Vs. Decentralizing MOOC-based e-content to Teaching MA Language and
Communication Students

Rafik El Amine Ghobrini
Abdelhamid Ibn Badis University, Mostaganem, Algeria (DPSM research Lab)
Corresponding Author:

Hanane Sarnou
Abdelhamid Ibn Badis University, Mostaganem, Algeria (DPSM research Lab)


Received: 12/29/2021                  Accepted:  2/5/2022                  Published: 3/24/2022


Never before has education been more tech-oriented, cloud-based, and online-driven, especially with this new pandemic-altered educational environment. However, new regulations worldwide limit physical interaction inside the bounds of educational institutions, which pushed Algerian university teachers to operate mainly online under unsuitable conditions.  Therefore, our prime objective is to devise a MOOC-based teaching modal that primarily palliates the current dire problems regarding students’ equity. One of the solutions proposed in this paper is two equitable, to some extent, tech-enabled modalities of instruction that leverage the available first-rate Massive Open Online Courses (MOOC) e-content to teach Master of Arts (MA) students: language and communication students of English department at Mostaganem University in Algeria. There were two online groups, the first one regards migrating to the MOOC itself and letting students operate on the MOOC provider. The second e-group decentralizes the e-content to a closed Facebook group where students can access the e-pedagogical materials directly from the social-media-mediated landscape. To this end, a pedagogical action research based on the comparative approach is used to undertake this study that comprehended 44 students to compare the two e-groups through different working situations. Findings revealed the difference between the two e-modes of teaching. They presented a framework enabling instructors to choose which one to leverage according to students’ digital skills and access to internet bandwidth, thus serving as a guideline for any instructor wishing to participate in such an educational endeavor. Finally, implications of these two technologized modes of instruction on the teaching profession overall are set forth.
Keywords: digital skills, MOOC e-content, social media, Algerian university teachers

Cite as:  GHOBRINI, F. E., &   SARNOU, H.  (2022).  Migrating Vs. Decentralizing MOOC-based e-content to Teaching MA Language and Communication Students   Arab World English Journal, 13 (1) .196-210.


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Received: 12/29/2021
Accepted: 2/5/2022 
Published: 3/24/2022 

Rafik El Amine GHOBRINI is a 5th year PhD student in Applied Linguistics and New Technologies at the University of Abdelhamid Ibn Badis, Mostaganem. He has taken part in many conferences worldwide and published articles related to educational technology, more specifically, elaborating practical e-frameworks to the educationalize social media. He is also currently working on MOOC-based studies. ORCiD ID :

Hanane SARNOU is a professor of applied linguistics at the department of English, Mostaganem University. Her research areas include applied linguistics and new technologies, culture and language, language and identity, intercultural communication, and Educational technology. She has published several research papers in different international journals. She is also a reviewer in many journals. ORCiD ID: