<b>Effective interactive engagement strategies for students who demonstrate significant progress in MOOC: A self-efficacy perspective</b>

A series of ANOVA tests were conducted to assess the differences among the three groups, characterized by their level of progress (little, moderate, and significant) in terms of their contributions to the discussion forums from six perspectives. To assess progress, the difference between participants' scores on IELTS reading assessment tasks taken before and after the course was calculated. Participants were divided into three groups based on the increase in their scores: those with little progress (n=84; score increase=0 or 0.5), those with moderate progress (n=142; score increase=1 or 1.5), and those with significant progress (n=109; score increase &gt;1.5). To measure and compare MOOC learners' posts on the discussion forum from these three groups, a framework was adapted from Fu, van Aalst, and Chan's [28] study on the classification of learners' online asynchronous discussions. The framework consists of six categories (see Table 1), including social and affective, information, questions, ideas, agency, and community-building: meta-discourse. Each post was assigned no more than two codes. The first 60 posts were independently coded by three researchers, and any discrepancies or disagreements were resolved through discussion.