Extent of Microlearning Habit and Students' Vocabulary Retention

This study investigates the degree of microlearning practices and how they affect vocabulary retention in West Visayas State University-Himamaylan City Campus BSEd English majors. A questionnaire and vocabulary retention test created by the researcher were used to analyze 98 English major students using a descriptive-correlational research design. The purpose of the investigation was to find out whether microlearning which is defined by brief, focused instructional content has a substantial impact on students' vocabulary development. Across all demographics, the results demonstrated that students routinely participated in microlearning activities; there were no statistically significant differences when categorized by year level, sex, or age. Similarly, despite these factors, pupils showed a proficient degree of language memory. The mean scores of older and female students were a bit higher, but these differences were not statistically significant. Spearman's rho analysis of the relationship between microlearning and vocabulary retention showed a small and non-significant relationship (r = -0.053, p = 0.604), indicating that microlearning may not be an adequate stand-alone strategy for long-term vocabulary retention in its current form. Microlearning does not appear to significantly improve vocabulary retention when used alone, despite of the fact that learners continue to show consistent behavior. These findings show that the learners' vocabulary retention is probably influenced by a variety of factors other than microlearning alone, such as cognitive depth, repetition, and learning environment. The study recommends that larger samples, more variables, and longitudinal designs be used in future research to better understand the pedagogical benefits of microlearning in language training.