Microlearning tools to improve English learning in upper secondary education from a teacher's perspective

Abstract

The achievement of comprehensive English learning at the upper secondary level, as assumed by the Ministry of Public Education, has not been fully effective to date. Teachers are still among the lowest levels of English proficiency in the world in 2024. However, teachers have implemented innovative tools and teaching and learning methodologies, such as microlearning tools, to improve student learning in the subject. By microlearning tools, we refer to tools that, through microcontent, are easy to access, understand, and digest. They do not require a high degree of technical complexity for their use. They cover a short period of time and attention span, and they teach students how to acquire new knowledge. For example, infographics, short videos, and applications, they serve educational purposes. This article examines how microlearning tools influence English learning in upper secondary education from a teacher perspective. Using a qualitative methodology based on interviews and focus groups, the perceptions of eight teachers from an industrial and service technology research center regarding the use of digital resources such as videos, infographics, and educational apps in their classes were investigated. The results revealed that, although teachers do not have a clear definition of "microlearning," they do use these tools, especially in classroom activities. Despite some challenges, such as students' lack of motivation and interest, the low level of proficiency at which students enter high school, even in Spanish reading and writing skills, and technological limitations, teachers report an increase in student motivation and improvements in skills such as pronunciation and listening comprehension.