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With the rapid development of computer network technology, internet-based methods have been widely used in the education industry. This has led to a transformation of traditional teaching methods and an improvement in teaching quality. Many countries are using network technology to reform English teaching models (Qian, 2018). China also pays attention to online platform teaching, and the foreign language teaching model in the network environment is developing rapidly (Cakrawati, 2017).
By effectively using multimedia network technology to integrate and share English courses, the fundamental structures and methods of teaching these courses can be changed. In the future, classrooms will incorporate a combination of autonomous learning mode and classroom teaching mode. The application of the network teaching platform enables students to complete learning tasks more authentically and challenges them more. At the same time, it improves students' enthusiasm for learning and enhances their ability to solve difficult problems (Ubaedillah et al., 2021).
In order to modernize education, it is necessary to adapt teaching methods to better reflect the technologies available today. Through continuous reform and innovation, we must actively use the Internet to enhance classroom teaching and maximize its role in the education industry. The application of network teaching platforms in English classroom teaching is a topic that has attracted much attention in recent years, especially with the development of online education and flipped classroom models.
Network teaching platforms are web-based systems that provide various functions and resources for teachers and students to facilitate online learning and interaction. One of the most popular network teaching platforms is MOOC (Massive Open Online Course), which offers free or low-cost courses from prestigious universities and institutions around the world. MOOCs have been widely used in English classroom teaching as they can provide rich and authentic materials, flexible learning modes, personalized feedback, and peer collaboration for English learners. However, there are also challenges and limitations to using MOOCs in English classroom teaching, such as technical issues, learner motivation, teacher roles, assessment methods, and cultural differences. Therefore, it is important to explore how MOOCs can be effectively integrated into English classroom teaching to enhance learning outcomes and experiences.
Several studies have investigated the application of MOOCs in English classroom teaching using different perspectives and contexts. For example, Alharbi (2020) examined the effects of using a MOOC platform on Saudi EFL learners' reading comprehension skills and motivation for learning. The results showed that the experimental group (who used the MOOC platform) outperformed the control group (who used traditional methods in both reading comprehension tests and motivation questionnaires). The study also revealed that the learners had positive attitudes towards using the MOOC platform for learning English.
Another study by Chen et al. (2020) explored how Chinese EFL teachers used a MOOC platform to design flipped classrooms for college English courses. The study adopted a mixed-methods approach by collecting data from questionnaires, interviews, observations, and documents. The findings indicated that the teachers used various strategies to design flipped classrooms based on the MOOC platform, such as selecting appropriate courses, creating learning tasks, scaffolding learning activities, facilitating online discussions, and providing feedback. The study also identified some challenges and suggestions for improving flipped classroom practices based on MOOCs.