Significant Determinants of Student Retention in Online Second Language Learning Courses

Abstract

The issue of low completion rates in massive open online courses (MOOCs) calls into question the quality of their learning materials, instruction, and support. This paper identifies crucial factors of engagement and retention in language massive open online courses (LMOOCs) in the context of the open online program Icelandic Online, a self-guided course for L2 learners of Icelandic. The study explores the impact of factors associated with the course’s instructional
design and tutor support on engagement and retention, as well as other motivational and individual factors. This is a mixed-method study that relies on: a) tracked retention data from learners in seven sequential courses (n = 43,468), of which two are delivered in three different delivery modes, b) survey data in correlation with tracking data in one course (n = 400), and c) qualitative data elicited through a survey (174 informants) in one course. This paper builds on already published articles on significant determinants of student retention
and efficient engagement strategies in LMOOCs (Friðriksdóttir 2018, 2021a, 2021b). The findings show overall low completion rates across all courses and modes of delivery, and that blended learning modes are more effective in retaining learners than other delivery modes. Patterns of attrition were identified and also user engagement patterns across all courses and modes. Six content-specific factors affected motivation and to some extent retention: Curated and sequenced course structure, clear and salient learning objectives, gradual and
scaffolded presentation of input, variety in types of learning objects, form-focused and scaffolded presentation of grammar, and continuing storylines. Similarly, four tutor-specific factors influenced motivation and in some cases retention: Set syllabus, private interaction with the tutor, detailed introduction of the program, and overall tutor support. The results also showed that initial intention to complete a course affected retention and that age, but not gender, had a negative predictive value on retention. The final qualitative findings revealed various motivators for continuing with the course, while other factors
unrelated to the course caused attrition.

Keywords: L2 online learning; LMOOC retention; CALL; content factors; tutored factors; mixed methods; Icelandic Online