Abstract:

This paper aims to investigate the perception of microlearning by Generation Z students and its efficiency in the foreign language classroom. As digital natives, these students are incredibly tech-savvy, accustomed to using technology as a means of communication, entertainment and education. They prefer to learn in short bursts using multiple devices and they have shorter attention spans than previous generations. The paper discusses the implementation of different microlearning techniques adopted in the traditional classroom setting and online environment. Instead of learning large amounts of data at once and overloading the working memory, students worked with small, manageable chunks of information at regular intervals. In the traditional classroom setting, teachers used digital flashcards, short videos or quizzes to deliver bite-sized chunks of information in an engaging way. In addition, teachers used microlearning activities such as games or role-playing to motivate students to actively engage with the material. In an online environment, mobile applications or video conferencing tools were used to deliver microlearning content. These tools allowed students to access content anytime, anywhere and they also provided opportunities for discussion and collaboration.

A survey was conducted in 2022 with 111 Generation Z students who had experience with microlearning in the foreign language classroom. The feedback from participants was very positive and they confirmed that microlearning made the process of learning easier and more convenient. In addition, they reported that information delivered with this method was memorable for a longer period. Research has shown that microlearning improves comprehension as it helps students focus on a single concept at a time rather than trying to learn and remember a large amount of information at once. The results of this study were promising and motivated to promote the concept of microlearning. By breaking down complex topics into smaller chunks, microlearning is an effective tool for teaching Generation Z foreign language skills. It saves time, improves learning retention and allows students to access content anytime, anywhere with multiple devices. As a result of this study, it is recommended that teachers continue to explore the potential of microlearning in the foreign language classroom. Further research should also be conducted to examine how different types of microlearning activities affect student engagement and performance in foreign language learning.

Keywords:

Microlearning, blended learning, generation Z, language learning.