Social Media Microlearning and EFL Speaking: Exploring Learners’ Experiences Through A Cognitive Load Theory Lens
Keywords:
Social media microlearning, Cognitive Load Theory, First- semester students, EFL speaking skillsAbstract
This study explores learners experiences’ of using social media microlearning in EFL speaking instruction through the lens of Cognitive Load Theory (CLT). Although microlearning is widely used in digital education, limited attention has been given to how it influences cognitive demands during speaking tasks. Grounded in CLT, this qualitative narrative inquiry was conducted in a first-semester “Speaking for Survival” course at Universitas Muhammadiyah Ponorogo, Indonesia. Data were collected through open-ended questionnaires distributed to the class, semi structured interviews with seven purposively selected participants, and classrooms observations conducted across three meetings within one month. Data were analyzed using an interactive qualitative model involving data reduction, data display, conclusion drawing and verification. The findings indicate that segmented social media content helped reduce perceived cognitive burden, made speaking materials easier to understand, and enabled repeated rehearsal before classroom performance. Participants reported feeling less overwhelmed and more prepared during speaking activities. Interpreted through CLT, these experiences suggest that social media microlearning can function as digital cognitive scaffolding that helps regulate working memory demands in EFL speaking contexts.
References
Abushanab, H. A., Al-ajaji, M. A., Hemida, K., Jamalallail, L., Aljedaani, M., & Sajar, M. (2025). The Impact of Micro-Learning on Social Media in Design : Enhancing Creative Skills and Design Techniques through Digital Platforms. International Journal for Scientific Research (IJSR), 4(8), 56–79. https://doi.org/https://doi.org/10.59992/IJSR.2025.v4n8p3
Balasundaram, S., Mathew, J., & Nair, S. (2024). Microlearning and Learning Performance in Higher Education : A Post-Test Control Group Study. Journal of Learning for Development 11, 11(1), 1–14.
Damaris Abigail Benavides Cevallos, F. E. R. M. (2025). Students’ Perceptions on Factors Influencing the Development of Oral Communication in A1 English Major Learners. Universidad Técnica De Cotopaxi Extensión.
Denojean-Mairet, M., López-Pernas, S., Agbo, F. J., & Tedre, M. (2024). A literature review on the integration of microlearning and social media. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00334-5
John W. Creswell, C. N. poth. (2018). Qualitative Inquiry and Research Design Choosing Among Five Approaches, 4th Edition (H. Salmon (ed.); 4th ed.). SAGE Publications Inc.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. In Naturalistic Inquiry (Issue 1). SAGE Publications Inc.
Lopez, S. (2024). The Impact of Cognitive Load Theory on the Effectiveness of Microlearning Modules. European Journal OfEducation and Pedagogy, 5(2), 29–35.
Manouilidou, E. (2024). Teacher Evaluation : A Triangulation Study of Data Sources. European Journal of Contemporary Education and E-Learning, 2(3), 54–73. https://doi.org/10.59324/ejceel.2024.2(3).06
Mendrofa, M. P., & Wijaya, M. (2022). Benefits of Drilling Repetition in Enhancing Second Language Learners ’ Speaking Ability. IJEAL (International Journal of English and Applied Linguistics), 2(2), 263–270. https://doi.org/doi.org/ijeal.v2i2.1583
Monib, W. K., Qazi, A., & Apong, R. A. (2025). Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes. Heliyon, 11(2), 1–29. https://doi.org/10.1016/j.heliyon.2024.e41413
Mostrady, A., Sanchez-Lopez, E., & Gonzalez-Sanchez, A. F. (2024). Microlearning and its Effectiveness in Modern Education: A Mini Review. Acta Pedagogia Asiana, 4(1), 33–42. https://doi.org/10.53623/apga.v4i1.496
Sam Koudsia, M. K. (2024). Reducing Cognitive Overload for Students in Higher Education : A Course Design Case Study. Journal of Higher Education Theory and Practice, 24(10), 97–124.
Surbakti1, R., Umboh2, S. E., Pong3, & Sokha Dara4. (2024). Cognitive Load Theory : Implications for Instructional Design in Digital Classrooms. International Journal of Educational Narratives, 2(6), 483–493. https://doi.org/https://doi.org/10.70177/ijen.v2i6.1659
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Wahidul Islam1, Saleh Ahmad1,2*, M. D. I. (2022). Investigating the Problems Faced by the University EFL Learners in Speaking English Language. International Journal of TESOL & Education, 2(2), 1–19. https://doi.org/https://doi.org/10.54855/ijte.22223
Wei, Y. (2022). Toward Technology-Based Education and English as a Foreign Language Motivation : A Review of Literature. Frontiers in Psychology, 13, 1–8. https://doi.org/10.3389/fpsyg.2022.870540
Zhang, X. (2024). Exploring Cognitive and Language Acquisition Processes in Second Language Learning of English. Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023), Advances in Social Science, Education and Humanities Research 831, 248–254. https://doi.org/10.2991/978-2-38476-214-9
Zhu, B., Chau, K. T., Azlina, N., & Mokmin, M. (2024). Optimizing cognitive load and learning adaptability with adaptive microlearning for in-service personnel. Scientific Reports, 14(1), 25960. https://doi.org/https://doi.org/10.1038/s41598-024-77122-1 2
