Going Beyond Language Learning: A Microlearning Instructional Design to Promote EFL Learners’ Collaboration Competency

Authors

  • Tsui-Ying Lin Chaoyang University of Technology, National Taichung University of Education
  • Chih-Chien Yang National Taichung University of Education
  • Bo-Ruei Huang Chia Nan University of Pharmacy and Science https://orcid.org/0000-0002-6806-9544

DOI:

https://doi.org/10.3991/ijet.v18i12.38443

Keywords:

microlearning, EFL, collaboration competency, instructional design

Abstract


Microlearning has been predicted as a promising learning trend to cope with the rapidly changing world. The technology-mediated short form of learning also received language partitioners’ and researchers’ interest in adopting microlearning in language education. Notably, most existing studies focused on vocabulary or structural learning instead of presenting micro-contents and micro-activities holistically. This study proposes a structurally streamlined instructional design framework by interconnecting the learning chunks hierarchically from lexical learning to pragmatic application to facilitate holistic language learning in the microlearning context. With the support of collaborative technologies and the team project-based learning approach, this study also aims to develop learners’ collaboration competency in the EFL contexts. Empirical results received from survey indicate that learners’ satisfaction with the novel microlearning instructional design is high. This study also confirms that the proposed instructional design promotes learners’ collaboration competency regardless of learners’ language proficiency.

Author Biographies

Tsui-Ying Lin, Chaoyang University of Technology, National Taichung University of Education

Tsui-Ying Lin is a Ph.D. candidate at the National Taichung University of Education as well as a senior Lecture at the Language Center at Chaoyang University of Technology, Taiwan. Her research interests lie in language testing and assessment, content and language integrated learning (CLIL), English Medium Instruction (EMI), and technology-enhanced language learning. Currently, she conducts several projects related to CLIL/EMI curriculum and assessment design.

Chih-Chien Yang, National Taichung University of Education

Chih-Chien Yang received his Ph.D. in applied statistics and psychometrics at University of California, Los Angeles (UCLA). He also served as visiting scholar at several institutes, including Academia Sinica (Statistical Science, Linguistics, Humanities & Social Sciences), University of North Carolina at Chapel Hill (Brain Imaging and Analysis Center), Virginia Commonwealth University (Psychiatry & Human Genetics), PuLi Christian Hospital (Pediatric Neuroscience). His main research interests include statistical and neurological models in mathematics assessments and reading developments. He has published academic papers extensively in topics relating to cognitive developments of mathematics and educational measurement and statistics. He has been recognized by several research awards for his unique contributions in many research fields. He has been the PI of Cognitive NeuroMetrics Laboratory, National Taichung University and has also been included in editorial boards of several internationally recognized academic journals.

Bo-Ruei Huang, Chia Nan University of Pharmacy and Science

Bo-Ruei Huang is a data analyst at center for institutional research, Chia Nan University of Pharmacy and Science in Tainan, Taiwan. He served as a junior data analyst at Language Center at Chaoyang University of Technology, and currently he is also the executive editor of Leisure Industry Research in Taiwan.

Cover iJET Vol. 18 No. 12 (2023)

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Published

2023-06-21

How to Cite

Lin, T.-Y., Yang, C.-C., & Huang, B.-R. (2023). Going Beyond Language Learning: A Microlearning Instructional Design to Promote EFL Learners’ Collaboration Competency. International Journal of Emerging Technologies in Learning (iJET), 18(12), pp. 224–251. https://doi.org/10.3991/ijet.v18i12.38443

Issue

Vol. 18 No. 12 (2023)

Section

Papers

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Copyright (c) 2023 Tsui-Ying Lin, Chih-Chien Yang, Bo-Ruei Huang

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