Chacón Beltrán, Manuel Rubén2024-05-202024-05-202018-08-090957-1736; e-ISSN: 1753-2167https://doi.org/10.1080/09571736.2018.1503135https://hdl.handle.net/20.500.14468/11960In the last few years Massive Online Open Courses (MOOCs) have attracted attention as an outstanding innovation in the field of Foreign Language Teaching and Learning. This article reports on a large-scale study carried out with 736 Spanish course participants who joined a beginners’ English MOOC where they were expected to learn the meaning of the 1,000 most common words in English and start to read short texts. Course participants were not traditional learners in a classroom context but came from an array of different academic and personal backgrounds, while sharing a common interest in getting started with English. During the 8-week course, participants were specifically trained in a number of vocabulary learning strategies through video demonstrations, explicit instruction and task completion. When the course finished, participants were given an online questionnaire to check: (a) what strategies they found more useful and why, and (b) what strategies they thought they were likely to continue using in the future. This data was correlated with performance as pre- and post-tests were used to assess course participants’ attainment on the course. Participants also reported both using new strategies during the MOOC and a strong intention to continue doing so afterwards.enAtribución-NoComercial-SinDerivadas 4.0 Internacionalinfo:eu-repo/semantics/openAccessartículovocabulary learningstrategiesMOOClearner autonomy