Tiny Steps, Giant Leaps: The Place of Micro-Learning in Language and Literature
DOI:
https://doi.org/10.58344/jws.v4i1.1277Keywords:
giant leaps, micro-learning, tiny stepsAbstract
This study investigates the impact of microlearning on language and literature education at the university level, addressing a significant gap in existing research. The traditional approaches to teaching these subjects often lead to overwhelming experiences for students, hindering retention and engagement. This research explores how microlearning, defined as small, easily digestible learning units, can enhance student retention, creativity, and engagement in real classroom settings. Conducted over six weeks, the study involved 100 undergraduate students and 10 instructors across two English and literature courses. Participants engaged in daily microlearning tasks, such as analyzing poetry, practicing grammar, and experimenting with sentence structures, each designed to be completed within 10–15 minutes. Data collection included focus group discussions, semi-structured interviews, and classroom observations. The findings reveal that microlearning significantly enhances student retention and engagement while fostering creativity in linguistic tasks. However, challenges related to task coherence and content development were identified. This study underscores the transformative potential of microlearning in language and literature curricula, highlighting the need for careful implementation that is aligned with educational objectives. The results provide valuable insights for educators aiming to integrate microlearning effectively into their teaching practices.
References
Aletta, F., Mitchell, A., Oberman, T., Kang, J., Khelil, S., Bouzir, T. A. K., Berkouk, D., Xie, H., Zhang, Y., Zhang, R., Yang, X., Li, M., Jambroši?, K., Zaninovi?, T., van den Bosch, K., Lühr, T., Orlik, N., Fitzpatrick, D., Sarampalis, A., … Nguyen, T. L. (2024). Soundscape descriptors in eighteen languages: Translation and validation through listening experiments. Applied Acoustics, 224. https://doi.org/10.1016/j.apacoust.2024.110109
Choudhary, H., & Pandita, D. (2024). Maximizing learning outcomes in the digital age: the role of microlearning for Gen Z. Development and Learning in Organizations, 38(3), 15–18. https://doi.org/10.1108/DLO-02-2023-0038
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. john Wiley & sons.
De Lorenzis, F., Pratticò, F. G., Repetto, M., Pons, E., & Lamberti, F. (2023). Immersive Virtual Reality for procedural training: Comparing traditional and learning by teaching approaches. Computers in Industry, 144. https://doi.org/10.1016/j.compind.2022.103785
Go?da, A., & Tomaszczyk, J. (2024). Bibliography as a language communication tool. Language Sciences, 105. https://doi.org/10.1016/j.langsci.2024.101657
Ho, M., Agrawal, R., Lam, D., Hartman, J., Sandstrom, C. K., Chorath, K., Bhargava, P., & Wu, L. (2024). Flipping the script: A multiyear assessment and comparison of flipped classroom versus traditional didactic teaching at two academic institutions. Current Problems in Diagnostic Radiology. https://doi.org/10.1067/j.cpradiol.2024.07.008
Javorcik, T., Kostolanyova, K., & Havlaskova, T. (2023). Microlearning in the education of future teachers: Monitoring and evaluating students’ activity in a microlearning course. Electronic Journal of E-Learning, 21(1), 13–25.
Karlsen, J. T., Balsvik, E., & Rønnevik, M. (2023). A study of employees’ utilization of microlearning platforms in organizations. Learning Organization, 30(6), 760–776. https://doi.org/10.1108/TLO-07-2022-0080
Kaufman, J. C., & Beghetto, R. A. (2023). Where is the when of creativity?: Specifying the temporal dimension of the four Cs of creativity. Review of General Psychology, 27(2), 194–205.
Kazemi, F., & Ghoraishi, M. (2012). Comparison of Problem-Based Learning Approach and Traditional Teaching on Attitude, Misconceptions and Mathematics Performance of University Students. Procedia - Social and Behavioral Sciences, 46, 3852–3856. https://doi.org/10.1016/j.sbspro.2012.06.159
Manz, P. H., Roggman, L. A., Power, T. J., Fu, Q., Eisenberg, R. A., Leonhardt, N. V., Wallace, L. E., Ridgard, T., & Manzo, J. (2024). Little Talks: Building Home Visiting’s Capacity to Promote Communication and Language Skills for Children under Three Years of Age. Children and Youth Services Review, 164. https://doi.org/10.1016/j.childyouth.2024.107865
Moser, C., Spencer-Smith, M. M., Anderson, P. J., McIlroy, A., Wood, A. G., Leventer, R. J., Anderson, V. A., & Siffredi, V. (2024). Language and communication functioning in children and adolescents with agenesis of the corpus callosum. Brain and Language, 255. https://doi.org/10.1016/j.bandl.2024.105448
Muawanah, U., Marini, A., & Sarifah, I. (2024). The interconnection between digital literacy, artificial intelligence, and the use of E-learning applications in enhancing the sustainability of Regional Languages: Evidence from Indonesia. Social Sciences and Humanities Open, 10. https://doi.org/10.1016/j.ssaho.2024.101169
Nowak, G., Speed, O., & Vuk, J. (2023). Microlearning activities improve student comprehension of difficult concepts and performance in a biochemistry course. Currents in Pharmacy Teaching and Learning, 15(1), 69–78. https://doi.org/10.1016/j.cptl.2023.02.010
Radvansky, G. A. (2021). Human memory. Routledge.
Rafi, M. S., & Fox, R. K. (2024). Exploring the role of first language in ecological awareness and communication across Pakistan: A mixed method study. Language Sciences, 101. https://doi.org/10.1016/j.langsci.2023.101599
Rof, A., Bikfalvi, A., & Marques, P. (2024). Exploring learner satisfaction and the effectiveness of microlearning in higher education. Internet and Higher Education, 62. https://doi.org/10.1016/j.iheduc.2024.100952
Ryan, R. M., & Vansteenkiste, M. (2023). Self-determination theory. In The Oxford Handbook of Self-Determination Theory (pp. 3–30). Oxford University Press.
Sudina, E., & Plonsky, L. (2024). The effects of frequency, duration, and intensity on L2 learning through Duolingo: A natural experiment. Journal of Second Language Studies, 7(1), 1–43.
Zhang, Q., Song, Y., & Zhao, C. (2024). Foreign language enjoyment and willingness to communicate: The mediating roles of communication confidence and motivation. System, 125. https://doi.org/10.1016/j.system.2024.103346
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Ameh Timothy Ojochegbe
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International. that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
