DESIGNING MICROLEARNING-BASED DIGITAL MODULES FOR TEFL: IMPLICATIONS FOR VOCABULARY MASTERY AND AUTONOMOUS LEARNING
DOI:
https://doi.org/10.47178/m6bqa189Keywords:
Microlearning, Digital Modules, Vocabulary Mastery, Autonomous Learning, TEFLAbstract
This study investigates the effectiveness of microlearning-based digital modules in enhancing vocabulary mastery and promoting autonomous learning in Teaching English as a Foreign Language (TEFL). A quantitative quasi-experimental design was employed involving 64 eleventh-grade students at SMA Negeri 10 Makassar, Indonesia, divided into experimental and control groups. Data were collected through vocabulary pre-tests and post-tests, questionnaires, and classroom observations. The results showed that students who learned through microlearning-based digital modules achieved greater improvement in vocabulary mastery than those who received conventional instruction. The modules also supported students’ learning autonomy, motivation, and engagement by providing short, interactive, and accessible learning activities. However, challenges related to digital literacy and internet access were identified. The findings imply that microlearning-based digital modules can be an effective instructional strategy in TEFL when supported by appropriate technological access and well-designed learning materials.
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