Microlearning as an Effective Way to Manage Students’ Attention in a Foreign Language Lesson

This study investigates the application of microlearning as a teaching method that enhances the effectiveness of foreign language education. With the increasing demand for innovative approaches in language teaching, driven by the digitalisation and technologisation of education and society, it is important to understand how microlearning impacts the cognitive functions of students: attention, concentration, and memory. The purpose of the research is to analyse microlearning from the perspective of how its application affects these cognitive mechanisms and how it can be effectively incorporated into foreign language lessons to improve overall student performance and formulate a knowledgeable approach to the learning process. To achieve this, a systematic and traditional descriptive literature review followed by qualitative data analysis was used. The research materials encompass scientific and methodological articles from periodicals, accompanied by methodological manuals and manuscripts by Russian and foreign authors. Theoretical and empirical scientific research published in Scopus peer-reviewed publications was also utilised to supplement the research. The outcome of this exploration demonstrates that microlearning generates heightened attentiveness in students when engaging in predefined learning tasks. Consistent integration of the method into foreign language lessons strengthens students’ aptitude to transition into a state of enhanced focus. The analysis verifies the effectiveness of microlearning as a supplemental strategy when integrated into existing curricula and employed in conjunction with conventional foreign language teaching methods, such as communicative methodology and lexical approach, among others. The findings carry particular methodical importance for teachers, augmenting the theoretical base of microlearning research within the context of foreign language education.

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