Adapting Language Learning Materials for Digital Native: Infusing CEFR Standards in English Procedural Texts on Microlearning Apps

Abstract

This study focuses on developing an educational application that marries English procedural text materials to microlearning techniques, designed specifically for digital native learners in accordance with the CEFR. It will lay down how to adapt conventional procedural text learning into a form based on microlearning. Using a descriptive case study research design, the study critically explored the processes involved in the design and development of the application, emphasizing strategic reconfigurations to integrate microlearning principles. These reconfigurations include segmenting complex instructional content into bite-sized, manageable learning units made richly interactive and multimedia-infused, which are necessary for addressing the abbreviated attention spans and digital preferences of modern learners. These results indicated that such adaptations were not only learners' engagement and understanding but also very successful in reinforcing language competence according to the CEFR standards. This study was designed to give a holistic frame for educators and developers in the area of effective microlearning materials that fit both educational content, and learning habits and needs of modern, digital-oriented students.

Objective: The aims of this study are to explore the processes involved in the design and development of the application, emphasizing strategic reconfigurations to integrate microlearning principles.

Methods: This study employed a descriptive case study design to integrate microlearning principles into CEFR-aligned language materials. Using a needs analysis with 22 teachers and 19 students, data collection involved structured interviews and document analysis of prototypes. Thematic analysis identified patterns to guide the redesign process, ensuring materials were user-centered and effective. Ethical protocols, including informed consent and data anonymization, safeguarded participants. This approach highlighted microlearning's impact on enhancing engagement and aligning educational content with CEFR standards.

Results: The study demonstrates MaMo's effectiveness in integrating CEFR standards with microlearning principles for procedural text learning. Key features, including simplified micro-competencies, short-duration modules, interactive content, and flexible learning paths, enhanced comprehension and retention. Its genre-based approach, structured into five activities, supported learners in achieving CEFR outcomes, particularly in oral and reading comprehension. The app’s user-friendly design, multimedia integration, and clear objectives fostered learner engagement and autonomy, aligning with the needs of modern learners. These results highlight MaMo as an innovative tool for advancing structured and effective language proficiency.

Conclusions: MAMO integrates microlearning principles with CEFR standards to provide an engaging, mastery-based platform for A1 to B2 learners. Its focus on manageable activities, autonomy, and real-world application makes it effective for language skill development, especially for Generation Z learners. Future research could explore advanced proficiency levels, AI-driven personalization, multilingual support, and collaborative tools. Longitudinal and comparative studies could further refine MAMO’s impact, solidifying its role as an innovative tool in language education.