Designing for Academic Literacy Online: A Meta-Analysis of EAP MOOCs and Writing Programs Through Theoretical Lenses and Evidence-Based Frameworks

Abstract

With the digital transformation of higher education, online English for Academic Purposes (EAP) courses—encompassing Massive Open Online Courses (MOOCs) and specialized academic writing programs—have become critical vehicles for supporting linguistically diverse learners’ acquisition of disciplinary literacy. This meta-analysis synthesizes the design features of 32 representative online EAP courses from leading global institutions, employing content analysis informed by social constructivism, the Community of Inquiry (CoI) model, and genre-based pedagogy. The study systematically examines four core dimensions: disciplinary alignment of curriculum modules, scaffolding of instructional tasks, design of interactive learning environments, and structures of assessment and feedback. Key findings reveal that exemplar courses are distinguished by disciplinary embeddedness (anchoring content in field-specific genres), scaffolded task sequencing (progressing from analysis to production), and intentional interaction design (fostering cognitive and social presence). Conversely, prevalent limitations include inadequate formative feedback mechanisms (overreliance on summative assessment) and underdeveloped academic integrity frameworks (superficial treatment of disciplinary citation norms). The analysis concludes by proposing an integrated, evidence-based framework to guide the design of robust online EAP courses that bridge theoretical rigor and pedagogical effectiveness