With the movement of the use of new information and communication technologies, MOOC (Massive Open Online Courses) promote pedagogical innovation within universities, offering various digital resources and validated by academic institutions. Training (MOOC) is open to all, via the Internet. They provide the opportunity to learn some training modules. This online course can give a validation of the knowledge acquired in some universities. However, the MOOC courses offered in the field of languages and linguistics are not numerous because they require a great deal of interactivity between the teacher and the student. As we analyzed the MOOC courses on the portal: www.france-universite-numerique.fr, over a period of one month, we participate on the course of Master’s Degree in Foreign Languages. We observed the characteristics of the course (language used, level of language, learner skills, file formats (Video, PowerPoint, Film, etc.). We can make an assessment based on criteria related to ergonomics, informational content, participatory services, and bibliographic references. It can be seen that dialogue practices are very strong in language learning, and an online course does not provide this interactivity between the teacher and the learner. The strengths and weaknesses of these language courses will be presented in the pedagogical context as external evaluators, with criticisms of innovative approaches to language teaching, via digital distances. Indeed, these MOOC do not offer a real collaboration between the learner and the producer of the knowledge, and the pedagogical accompaniment is not permanent.