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Résumé : Widespread access to the web is common these days for people; the Web 2.0 is a part of most people's lives and it is used for a variety of functions from searching for information, communicating with family, friends or colleagues, and ever more often learning.The difficulty with such learning, however, is delimiting what resources should actually be used, being able to access them both on an individual basis and collaboratively, and structuring the entire process.Massive open online courses (or MOOCs) appear to offer a solution to this problem, since they combine free unrestricted access with the benefits of structured courses.Language MOOCs are argued to combine the best of both formal and informal learning, bringing structured educational course content and activities together with appropriate social media tools and technologies.They appear to hold enormous potential for developing language competences, especially the productive and interactive ones, when compared to closed conventional online courses.However, part of the difficulty with designing and developing effective LMOOCs lies in selecting an appropriate MOOC platform (or philosophy, xMOOC or cMOOC) and associated tool set, and preparing the most effective resources and activities for the course.In this chapter an analysis is undertaken of the architectural questions related to developing LMOOCs and some recommendations are made about how such courses should be built.