For this reason, such courses tend to present materials that are sufficiently general to be relevant to all students. However, teachers often need to supplement their teaching with online materials that are relevant to the participants’ specific areas of study. Although MOOCs have not been designed as supplements to English language teaching and learning, this case-study illustrates how they can in fact provide a very effective and highly motivating way of enhancing EAP syllabi by allowing learners to enrol in courses of their choice, and select the materials that are most relevant to their language acquisition needs. Compared with other unstructured materials found online (journal articles, podcasts, videorecorded lectures), MOOCs provide an ordered set of materials made available weekly, through which students can develop the macro-skills of reading, listening and writing. At the same time, by putting the onus of choosing what and how much to study on the participants themselves, MOOCs can encourage learner autonomy and responsibility, and offer ways of pursuing academic language learning after the end of the EAP