Affiliation:
1. Karlsruhe University of Education, Germany
Abstract
This study aimed to investigate whether digital learning paths (DLPs) could be used as a basis for producing engaging English grammar microlessons at secondary school level, and whether this microlesson format could reignite learners' enthusiasm for English grammar and improve their long-term language proficiency. Therefore, the study used a mixed methods research design with an online questionnaire containing quantitative and qualitative questions. Data was collected using a Google Forms questionnaire that contained 14 multiple-choice questions. Students completed the questionnaire anonymously on their tablets immediately after DLP-supported English grammar lessons. Altogether there were 40 participants. The results showed that DLP-based microlessons should ideally be ten minutes long and include one or two interactive exercises, multimedia grammar explanations and formative assessment opportunities. It was also found that most students thought that such micro-lessons could rekindle their interest in learning English grammar and improve their English language skills over time.