learner-perceptions
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- PaperOpenAlex — TESOL research22 Jul 2026
Learners’ perceptions and challenges of microlearning in Indian ESL tertiary education
K. Arunesh Kumar, N. Hema
A quantitative study of 48 Indian ESL undergraduates found positive perceptions of microlearning's flexibility and interactivity, but identified challenges such as poor internet connectivity and content fragmentation. A significant negative correlation between perceptions and challenges indicates that greater obstacles worsen attitudes toward microlearning, highlighting the need for context-sensitive technology integration.
Original abstract
The swift digitalization of higher education has fuelled the curiosity surrounding microlearning as a new form of pedagogy in the field of English Language Teaching (ELT), particularly English as a Second Language (ESL) instruction. Although microlearning is increasingly used globally, little empirical evidence has investigated on how learners perceive microlearning in the context of tertiary level ESL learners in India. This paper explores perceptions of microlearning among ESL learners at the tertiary level, challenges faced by these learners, and the correlation between their perceptions and challenges. Using a quantitative research design, a study involving 48 Indian ESL undergraduate students was conducted, where a structured questionnaire with perception and challenge scales was administered. Data analysis was done using descriptive statistics, reliability analysis, and Pearson correlation. The results indicate that students tend to have positive attitudes towards microlearning, especially its flexibility, interactivity, and vocabulary/grammar acquisition support. Nevertheless, there are still important limitations, including the lack of internet connectivity and issues with content depth and fragmentation. The correlation between the perceptions of learners and the challenges met was statistically significant and negative, denoting that greater impediments have a negative impact on attitudes towards microlearning. The research highlights the significance of technology integration that is learner-focused and context-related and provides pedagogical implications in support of educators, curriculum developers, and policymakers aiming to maximize the use of microlearning in Indian tertiary ESL institutions.
- PaperReCALL28 Nov 2025
Exploring the effects of (un)familiar environments on MALL task writing performance, EFL writing proficiency, and learner perceptions
Rustam Shadiev, Taoying Liu, Barry Lee Reynolds, Wu-Yuin Hwang
Investigated the impact of familiar versus unfamiliar environments on mobile-assisted language learning (MALL) task writing performance and EFL writing proficiency. The experimental group writing in familiar settings outperformed the control group in writing tasks and a post-test, and reported more positive perceptions. Findings support incorporating real-world, contextually rich environments in MALL activities.
Original abstract
This study investigated the impact of familiar versus unfamiliar environments on mobile-assisted language learning (MALL) task writing performance, English as a foreign language (EFL) writing proficiency, and learner perceptions. Fifty undergraduate students were divided into an experimental group and a control group. Both groups engaged in EFL learning in the classroom and later completed writing tasks in different learning environments outside the classroom: the experimental group in familiar environments and the control group in unfamiliar ones. Using a mobile learning system on tablet PCs, students completed five writing tasks describing resources in their environments, such as objects, people, situations, and scenarios. We assessed MALL task writing performance based on factors including the amount of writing, content quality, organization, creativity, grammar, and vocabulary, and compared results between the two groups. EFL writing proficiency was evaluated through a post-test directly related to the MALL tasks, and student perceptions of the MALL experience were measured through a survey. The results indicated that the experimental group outperformed the control group in both writing tasks and the post-test. Furthermore, the experimental group reported more positive perceptions of their MALL experience, reflected in higher emotional engagement and cognitive involvement. Based on these findings, we offer both theoretical insights into the role of familiar environments in facilitating language learning and practical suggestions for EFL teachers and researchers to incorporate real-world, contextually rich environments in MALL activities.