How to Cite
Abstract
This article investigates the effectiveness of microlearning as a pedagogical strategy for English vocabulary acquisition among university-level language learners. Rooted in cognitive science and supported by four years of classroom teaching experience, the study explores how the deliberate design of short, focused, and frequently repeated learning episodes — delivered through digital platforms, mobile applications, and classroom-based micro-tasks — addresses the cognitive and motivational challenges that traditional vocabulary instruction consistently fails to overcome. The article examines the theoretical basis of microlearning with reference to cognitive load theory, the spacing effect, and retrieval practice research, and presents a range of practical microlearning strategies specifically adapted for ESL vocabulary development. Classroom-based evidence with quantitative outcomes is presented to illustrate the impact of microlearning on vocabulary breadth, depth, and retention. While acknowledging the limitations of microlearning as a standalone approach, the article concludes that strategically designed and consistently implemented microlearning interventions produce measurable and durable gains in English vocabulary knowledge, particularly when integrated within a broader, meaning-rich language curriculum.
References
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