Abstract:

The aim of this paper is to investigate the phenomenon of LMOOCs (Language Massive Open Online Courses) as a significant development in the digital transformation of language education. LMOOCs represent a dynamic interplay between technology, pedagogy, and accessibility, offering large-scale opportunities for language learning that transcend institutional and geographical boundaries. The contribution examines their educational potential and limitations by reviewing recent research and pedagogical models adopted in international contexts. It focuses on key issues such as learner motivation, interaction and feedback, course design, and the balance between openness and quality assurance. Particular attention is given to identifying guidelines for the effective design and implementation of LMOOCs that foster learner autonomy, intercultural awareness, and self-regulated learning skills. By combining theoretical reflection with empirical evidence, the paper aims to outline possible frameworks for sustainable and inclusive innovation in online language learning and to discuss the implications for future lines of research.

Keywords:

LMOOCs, online language learning, open education, instructional design, digital innovation.