O n f e r e n c e

References
Cambridge Schools Classics Project (CSCP) (1998). Cambridge Latin Course, Book 1: 
Level 1. Cambridge University Press. 
Coderch, J. (2011). Teaching Classical and Modern Languages. AngloHigher, 2(6), 17. 
Colpaert, J. (2006). Pedagogy-driven design for online language teaching and 
learning. CALICO journal, 23(3), 477-497. 
Dowling, P. and Brown, A. (2010). Doing Research / Reading Research 
–
Re-interrogating 
Education. Oxford, Routledge 
Figure 2 

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Harlow, J. (2007). Successfully teaching biblical languages online at the seminary level: 
guiding principles of course design and delivery. Teaching Theology & Religion, 10(1), 
13-24. 
Levy, M. (2009). Technologies in use for second language learning. The Modern 
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Richards, J.C. & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. 
Kindle Edition.

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2014 CALL Conference 
LINGUAPOLIS
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Wulin Ma 
Sichuan International Studies University,Chongqing, China 
[e-mail] 
What Do MOOCs Bring to Us? A Case Study on Chinese Tertiary 
Level Students’ Learning Experiences in ECьE MOOC
 
Bio Data 
Wulin Ma
is an associate professor at Sichuan International studies University, was an 
associate professor at University of Yantze Normal University. Wulin Ma is interested in 
technology enhanced language teaching and learning (especially online learning, MOOCs 
and blended learning), also interested in the research on English for specific purpose 
(ESP) and English for Academic purpose. He is the director of computer assisted 
language learning research centre of Department of College English Teaching/School of 
Education at Sichuan international Studies University (China).
Abstract 
In this research, 180 participants (EFL learners from China) joined in 
English Composition 
I: Achieving Expertise
MOOC (ECAE MOOC, hence forth) voluntarily, which was Initiated 
by Duke University this March. In this research, all of participants joined in an online 
community named “Duke University Online Writing QQ Group”. 
Questionnaires
were 
carried out at the beginning of the course and in the end of the course. 6 students 
completed the course.