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.
TopIntroduction
A typical heterogeneous classroom consists of pupils belonging to varied genders, ethnic or social origins, economic capacities, religious or political beliefs, learning preferences, learning styles, motivations, interests, methodological and self-regulation skills, and so on (Dijkstra et al., 2016; Klenk & Schmid, 2018). However, an equitable education system should offer a broad equality of opportunity for everyone within the education system. This is in line with the aim of the global public education policy: all students must be offered equal opportunities to develop their full potential, which practically means bringing every child to a level at which they can thrive.
The educational system needs to equip learners with not only the general mental abilities required for making choices but also the general skills (such as basic arithmetic, reading, and writing abilities), not to forget digital literacy and foreign language skills. These abilities allow pupils to access an adequate range of options, when they reach maturity, in their communities.
It has been increasingly recognised that learners have different learning needs and that the “one size fits all” (Davis & Autin, 2020, p.55) approaches are inadequate (Subban, 2006). Even within a relatively homogeneous classroom, a great deal of variation exists among learners, which begets a considerable need for attention (Wilkinson & Penney, 2014). Therefore, it has been suggested that the best means to achieve an equitable education system is to address learning needs through differentiated teaching in heterogeneous classrooms (Organisation for Economic Co-operation and Development, 2012, 2018).
Technology-based learning, such as learning through digital learning paths (DLPs), can contribute towards eliminating inequalities among learners by seeking to simultaneously address several heterogeneous characteristics: readiness, language skills, and various knowledge levels, eventually leading to better academic achievements. However, the use of digital media, in itself, is not conducive to learning, which depends on its didactic embedding. For example, constructivist, student-centred, problem-oriented, and open forms of teaching offer particular learning potential.
An extensive online literature review did not reveal any research on the existence of DLP-based microlessons (for the learning of English grammar). Therefore, this study aimed to investigate whether DLPs can be the basis for the creation of attractive English grammar microlessons for secondary school students. Additionally, this study sought to determine whether such microlessons can rekindle learners’ interest in English grammar and improve their knowledge of the subject in the long term. The central research question was as follows: What characteristics should DLP-based English grammar microlessons have, according to secondary school English learners?