An exploration of microlearning as continuous professional development for English language teachers: initial findings and insights

ABSTRACT

This article reports on a qualitative study conducted at primary schools in Hong Kong exploring the use of microlearning to support the self-directed continuing professional development (CPD) of English language teachers. Microlearning refers to short, concise, and easily consumable segments of learning about a knowledge point or skill. These activities tend to be multimodal and delivered through digital platforms, making them accessible anytime and anywhere. Currently, little is known about teachers’ perceptions of microlearning. To address this gap, we developed and delivered a mobile course that followed a microlearning approach and covered various aspects of digital technologies and English language teaching. Eight primary school English teachers engaged in the course and shared their perceptions of the experience in semi-structured interviews. The findings suggest that they found microlearning to be more enriching and conducive to developing their digital competence than traditional CPD. It allowed them to address their immediate needs, develop practical skills, and integrate technology into their practices. The study provides important insights into the use of microlearning to support self-directed CPD.

KEYWORDS:

• Microlearning
• continuing professional development
• technology
• English language teachers
• primary school

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Lucas Kohnke

Lucas Kohnke, is a Senior Lecturer at The Education University of Hong Kong, specialising in integrating emerging technology (AI) into language education, enhancing language learning through technology, and advancing teacher professional development. His research has been published in journals such as System, Education and Information Technologies, Education Technology & Society, Computers & Education: Artificial Intelligence, and RELC, impacting both academic circles and classroom practices.

Benjamin Luke Moorhouse

Benjamin Luke Moorhouse, is an Assistant Professor in the Department of Education Studies at Hong Kong Baptist University (HKBU). His research focuses on teachers’ lived experiences and competencies and the role of technology in language teaching and learning. He has been leading the GenAI task force at HKBU. His research has been published in journals such as TESOL Quarterly, System, Computers & Education: Artificial Intelligence, RELC Journal, and ELT Journal.