Author(s)

Ying Yang

Corresponding Author

Ying Yang

Abstract

With the rapid development of digital education, MOOCs (Massive Open Online Courses) have become an important tool for second language acquisition (SLA). However, learners from different cultural backgrounds exhibit distinct cognitive styles, learning strategies, and motivational orientations, which often lead to varied learning outcomes in MOOC-based environments. This study, grounded in cross-cultural cognitive theory and personalised learning theory, explores the construction and validation of a MOOC-assisted personalised teaching model for SLA. By integrating adaptive learning technologies, data-driven feedback mechanisms, and cultural sensitivity in instructional design, the study proposes a multi-layered framework to address cognitive differences and enhance learning effectiveness. Empirical validation through pilot teaching demonstrates that personalised MOOC models significantly improve learners’ motivation, engagement, and performance, highlighting the feasibility and sustainability of this approach in cross-cultural contexts.

Keywords

Cross-Cultural Cognition; MOOC; Second Language Acquisition; Personalised Teaching; Model Construction and Validation