Development of Microlearning-Based and Problem-Solving Infused English Reading Materials for Non-English Major: a Needs Analysis

Abstract

This study aimed to analyse the English reading materials currently used by non-English major students and evaluate the extent to which they incorporate microlearning and problem-solving skills. The study was conducted at a public university in Bogor, Indonesia. The research utilized qualitative content analysis to examine a set of existing learning materials, consisting of a coursebook, PowerPoint slides, explainer videos, and infographics. Interviews with five English instructors were also conducted to explore the needs of learning materials further. The findings reveal a gap between the current materials and the descriptors of microlearning and problem-solving. Therefore, it indicates an urgency of developing new English reading materials that promote problem-solving and incorporate microlearning to facilitate the needs of non-English major students better.

Crafting Digital Micro-Storytelling for Smarter Thai Youth: A Novel Approach to Boost Digital Intelligent Quotient

“…The implementation of digital micro-storytelling in video format combines microlearning principles with storytelling methods. This aligns with Shahid and Khan (2022) and Bontisesari et al (2023), who affirm the transformative impact of multimedia storytelling in education, utilizing audio, video, and graphics. Likewise, Moore and Miller (2020) suggest that digital storytelling through video effectively facilitates learning and knowledge acquisition.…”

“…Rojprasert et al (2012) and Geng et al (2019) have previously noted the significance of an accommodating digital infrastructure to the success of self-paced education. Microlearning supports this demand by providing succinct and specific educational snippets, allowing learners to digest content at a comfortable pace that fits their learning styles, as emphasized by Nikkhoo et al (2023) and Bontisesari et al (2023). The learners' technological adeptness is a key factor in this personalized learning, as shown by du Toit-Brits and van Zyl (2017) and Rashid and Asghar (2016), and the current widespread availability of mobile technology further enriches the spectrum of self-paced learning experiences available to learners.…”