O n f e r e n c e

Research question 1: Why the dropout rate is so high in ECAE MOOC? 
First of all, the course itself is more difficult for the non-English-major undergraduate to 
follow. Second, for full-time undergraduate, they have their own courses in campus and 
there always are some club-activities through out of the semester
，
so it is not easy to 
spare 6-7 hours/week to complete the ECAE MOOC. Third, the content of ECAE MOOC is 
note related to CET 4/CET6 or TEM 4TEM8, two quite important English proficiency test in 
China, at the first glance, students’ think the course is no n
early use.
Research question 2: For though who complete the course, did they improve the 
English writing proficiency? 
 
Interview
shows most of these students think their English writing proficiency 
(especially accuracy) were not improved in this course, but their writing vision were 
broadened. All the interviewed students agree they learn a lot in ECAE MOOCs. 
Research question 3: Does the quality of peer-review equal to teacher review
？
 
5 students who have completed the whole course voluntarily provided all their essays (4 
drafts and 4 final versions
）
to be analyzed to compare the quality of peer review, 3 
teachers were asked to review the essays according to the same requirements. The 
results show that the results of teachers review nearly equals to the results of peer 
review.
 

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-249- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Michael W. Marek*, Wen-chi Vivian Wu** 
*Wayne State College, Nebraska, United States of America 
**Providence University, Taichung, Taiwan 
[e-mail], [e-mail]
Creating Sustainable Task-based CALL Instructional Design