Microlearning in language education: conceptual framework

Introduction. Microlearning, a new educational method gaining traction in the foreign language teaching field, remains a subject of ongoing research and study. While the concept of “micro” in pedagogy has grown in popularity, its methodological component requires a more comprehensive investigation. Aim. In light of this gap in the existing body of research, the aim of this particular study was to explore the conceptual and categorical components of microlearning, and determine its place within the system of approaches and methods in foreign language education. By analyzing various perspectives on microlearning, the authors aim to determine if microlearning can be conceived of as a distinct method within the framework of other foreign language education approaches. Research methods. The authors employ theoretical methods such as the analysis of scholarly literature, followed by the systematic organization and analysis of the acquired data. The research materials encompass UNESCO recommendations, articles from academic journals, methodical books, and other works by both Russian and international authors on the subject. During the second phase, the researchers utilize the Scopus database, supplemented by the PRISAM methodology to deliberately select research papers essential for conducting a qualitative analysis. KEYWORDS Results. Through the course of the research, it has been determined that microlearning can be classified as an independent educational method. Furthermore, it has been found that microlearning incorporates a sufficient methodological foundation that guarantees its effectiveness in foreign language teaching. A thorough examination of academic research has revealed that microlearning is frequently employed within higher education institutions as an auxiliary teaching method, enhancing the level of student comprehension and successfully integrating digital technologies to meet the requirements of contemporary educational processes. Conclusion. The results of the study enable us to gain a more thorough understanding of the key methodological terms used in the sphere of foreign language teaching (concepts such as methodology, approach, method, technique, and pedagogical technology) within both Russian and international educational environments. The research also seeks to elucidate the perspective of modern scholars and practicing teachers regarding microlearning, and explore its position within current methodological science.