A theoretical model of micro-learning for second language instruction

References

• Abel, M.-H., Moulin, C., & Lenne, D. (2006). Learning organizational memory and microlearning. In T. Hug, M. Lindner, & P. A. Bruck (Eds.), Micromedia & e-Learning 2.0: Gaining the Big Picture Proceedings of Microlearning Conference 2006 (pp. 273–287).Innsbruck, Austria: Innsbruck University Press.
   Google Scholar
• Atkinson, D. (2010). Extended, embodied cognition and second language acquisition. Applied Linguistics, 31(5), 599–622. doi:10.1093/applin/amq009
   Web of Science ®Google Scholar
• Baldauf, M., Brandner, A., & Wimmer, C. (2017). Mobile and gamified blended learning for language teaching – Studying requirements and acceptance by students, parents and teachers in the wild. In J. Williamson & S. Schneegass (Eds.), Proceedings of the 16th International Conference on Mobile and Ubiquitous Multimedia (pp. 13–24). 10.1145/3152832.3152842.
   Google Scholar
• Ballance, O. J. (2012). Mobile language learning: More than just “The Platform. Language Learning & Technology, 16(3), 21–23.
   Web of Science ®Google Scholar
• Bikowski, D., & Casal, J. E. (2018). Interactive digital textbooks and engagement: A learning strategies framework. Language Learning & Technology, 22(1), 119–136.
   Web of Science ®Google Scholar
• Bodnar, S., Cucchiarini, C., Strik, H., & Van Hout, R. (2016). Evaluating the motivational impact of CALL systems: Current practices and future directions. Computer Assisted Language Learning, 29(1), 186–212. doi:10.1080/09588221.2014.927365
   Web of Science ®Google Scholar
• Boers, F., Warren, P., Grimshaw, G., & Siyanova-Chanturia, A. (2017). On the benefits of multimodal annotations for vocabulary uptake from reading. Computer Assisted Language Learning, 30(7), 709–725. doi:10.1080/09588221.2017.1356335
   Web of Science ®Google Scholar
• Brebera, P. (2017). Microlearning in foreign language courses: A threat or a promise? In P. Peres & A. Mesquita (Eds.), Proceedings of the 16th European Conference on e-Learning (pp. 85–93).Porto, Portugal: Academic Conferences International Limited.
   Google Scholar
• Bruck, P. A., Motiwalla, L., & Foerster, F. (2012). Mobile learning with micro-content: A framework and evaluation. In BLED 2012 Proceedings, 2. Retrieved from http://aisel.aisnet.org/bled2012/2.
   Google Scholar
• Buchem, I., & Hamelmann, H. (2010). Microlearning: A strategy for ongoing professional development. ELearning Papers, 21(7), 1–15. Retrieved from https://www.bibsonomy.org/bibtex/2b6c48a9dc5a4c25cbb85343368331d3c/trude.
   Google Scholar
• Butcher, K. R. (2014). The multimedia principle. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 174–205).Cambridge: Cambridge University Press. 10.1017/CBO9781139547369.010.
   Google Scholar
• Cates, S., Barron, D., & Ruddiman, P. (2017). MobiLearn Go: Mobile microlearning as an active, location-aware game. In MobileHCI ’17: Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services, 1–7. 10.1145/3098279.3122146.
   Google Scholar
• Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752. doi:10.1016/j.chb.2010.01.011
   Web of Science ®Google Scholar
• Choi, H.-H., van Merriënboer, J. J. G., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychology Review, 26(2), 225–244. doi:10.1007/s10648-014-9262-6
   Web of Science ®Google Scholar
• Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. The Behavioral and Brain Sciences, 24(1), 87–185. doi:10.1017/s0140525x01003922
   PubMed Web of Science ®Google Scholar
• Crowther, D., Kim, K. M., & Loewen, S. (2017). The implementation of ISLA in MALL technology: An investigation into the potential effectiveness of Duolingo. MSU Working Papers in Second Language Studies, 8(1), 20–39. Retrieved from https://pdfs.semanticscholar.org/ad31/7138b532062a1e38d88c9dfb05ff3866eff9.pdf.
   Google Scholar
• Curcic, S., Wolbers, K. A., Juzwik, M. M., & Pu, J. (2012). Second language writing: Theorizing in instructional research P-12. TESOL Quarterly, 46(4), 820–831. doi:10.1002/tesq.65
   Web of Science ®Google Scholar
• Cutler, D. (2014). The story behind micro-learning. Retrieved from http://www.spinedu.com/the-story-behind-micro-learning/#.W08KQdUzat_.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185. doi:10.1037/a0012801
   Web of Science ®Google Scholar
• Decker, J., Hauschild, A.-L., Meinecke, N., Redler, M., & Schumann, M. (2017, October). Adoption of micro and mobile learning in German enterprises: A quantitative study. In 16th European Conference on E-Learning ECEL 2017 (pp. 132–141). Porto, Portugal: Academic Conferences and Publishing International Limited.
   Google Scholar
• Deutschmann, M., & Vu, M. T. (2015). Computer assisted language learning in language education: An overview of theories, methods, and current practices. In E. Lindgren & J. Enever (Eds.), Språkdidaktik: Researching language teaching and learning (Vol. 18, pp. 43–60).Umeå: Department of Language Studies, Umeå University.
   Google Scholar
• Dingler, T., Weber, D., Pielot, M., Cooper, J., Chang, C.-C., & Henze, N. (2017). Language learning on-the-go: Opportune moments and design of mobile microlearning sessions. In M. Jones & M. Tscheligi (Eds.), Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services. doi:10.1145/3098279.3098565
   Google Scholar
• Edge, D., Fitchett, S., Whitney, M., & Landay, J. (2012). MemReflex: Adaptive flashcards for mobile microlearning. In E. Churchill & S. Subramanian (Eds.), MobileHCI ’12 Proceedings of the 14th International Conference on Human-Computer Interaction with Mobile Devices and Services (pp. 431–440). doi:10.1145/2371664.2371707
   Google Scholar
• Ellis, R. (1999). Making the classroom acquisition-rich. In R. Ellis (Ed.), Learning a second language through interaction (pp. 211–229). Amsterdam: John Benjamins Publishing. doi:10.1075/sibil.17
   Google Scholar
• García Botero, G., Questier, F., & Zhu, C. (2019). Self-directed language learning in a mobile-assisted, out-of-class context: Do students walk the talk? Computer Assisted Language Learning, 32(1–2), 71–97. doi:10.1080/09588221.2018.1485707
   Web of Science ®Google Scholar
• Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. doi:10.1080/09588221.2012.700315
   Web of Science ®Google Scholar
• Göschlberger, B., & Bruck, P. A. (2017). Gamification in mobile and workplace integrated microlearning. In M. Indrawan-Santiago, M. Steinbauer, I. Luiz Salvadori, I. Khalil, & G. Anderst-Kotsis (Eds.), iiWAS ’17: Proceedings of the 19th International Conference on Information Integration and Web-based Applications & Services (pp. 545–552). 10.1145/3151759.3151795.
   Google Scholar
• Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960. doi:10.1016/j.compedu.2011.04.010
   Web of Science ®Google Scholar
• Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956–971. doi:10.1111/bjet.12770
   Web of Science ®Google Scholar
• Hug, T. (2010). Mobile learning as “microlearning”: Conceptual considerations towards enhancements of didactic thinking. International Journal of Mobile and Blended Learning, 2(4), 47–57. doi:10.4018/jmbl.2010100104
   Google Scholar
• Hug, T., Lindner, M., & Bruck, P. A. (2006a). Microlearning: Emerging concepts, practices and technologies after e-Learning. In K. Habitzel, T. D. Märk, S. Prock, & B. Stehno (Eds.), Proceedings of Microlearning 2005. Learning & Working in New Media. Innsbruck, Austria: Innsbruck University Press.
   Google Scholar
• Hug, T., Lindner, M., & Bruck, P. A. (Eds.). (2006b). Micromedia & e-learning 2.0: Gaining the big picture. In Proceedings of Microlearning Conference 2006. Innsbruck, Austria: Innsbruck University Press.
   Google Scholar
• Jiang, D., Renandya, W. A., & Zhang, L. J. (2017). Evaluating ELT multimedia courseware from the perspective of cognitive theory of multimedia learning. Computer Assisted Language Learning, 30(7), 726–744. doi:10.1080/09588221.2017.1359187
   Web of Science ®Google Scholar
• Jomah, O., Masoud, A. K., Kishore, X. P., & Aurelia, S. (2016). Micro learning: A modernized education system. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 7(1), 103–110. Retrieved from https://pdfs.semanticscholar.org/f831/1fe4c784518d99c41e383e859dacc8c3220c.pdf?_ga=2.192411049.281437148.1590423094-74049785.1561366762.
   Google Scholar
• Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1–19. doi:10.1007/s10648-010-9150-7
   Web of Science ®Google Scholar
• Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press Inc.
   Google Scholar
• Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27–48. doi:10.2307/3587197
   Web of Science ®Google Scholar
• Lantolf, J. P. (2000). Second language learning as a mediated process. Language Teaching, 33(2), 79–96. doi:10.1017/S0261444800015329
   Google Scholar
• Lantolf, J. P. (2006). Sociocultural Theory and L2: State of the art. SSLA, 28, 67–109. 10.1017/S0272263106060037.
   Google Scholar
• Leppink, J., & Hanham, J. (2019). Human cognitive architecture through the lens of cognitive load theory. In C. B. Lee, J. Hanham, & J. Leppink (Eds.), Instructional design principles for high-stakes problem-solving environments (pp. 9–23). Singapore: Springer. doi:10.1007/978-981-13-2808-4_2
   Google Scholar
• Li, J., Cummins, J., & Deng, Q. (2017). The effectiveness of texting to enhance academic vocabulary learning: English language learners’ perspective. Computer Assisted Language Learning, 30(8), 816–843. doi:10.1080/09588221.2017.1366923
   Web of Science ®Google Scholar
• Lin, J. J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878–919. doi:10.1080/09588221.2018.1541359
   Web of Science ®Google Scholar
• Lindner, M. (2007). What is microlearning? In M. Lindner & P. A. Bruck (Eds.), Micromedia and Corporate Learning Proceedings of the 3rd International Microlearning 2007 Conference (pp. 52–62).Innsbruck, Austria: Innsbruck University Press.
   Google Scholar
• Lindner, M., & Bruck, P. A. (2007). Micromedia and corporate learning. In K. Habitzel, T. D. Märk, S. Prock, & B. Stehno (Eds.), Proceedings of the 3rd International Microlearning 2007 Conference. Innsbruck, Austria: Innsbruck University Press.
   Google Scholar
• Mayer, R. E. (2014a). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 43–71).Cambridge: Cambridge University Press. 10.1017/CBO9781139547369.005.
   Google Scholar
• Mayer, R. E. (2014b). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 1–24).Cambridge: Cambridge University Press. 10.1017/CBO9781139547369.002.
   Google Scholar
• Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. doi:10.1111/jcal.12197
   Web of Science ®Google Scholar
• Miller, G. (1956). The magic number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. doi:10.1037/h0043158
   PubMed Web of Science ®Google Scholar
• Mohammed, G. S., Wakil, K., & Nawroly, S. S. (2018). The effectiveness of microlearning to improve students’ learning ability. International Journal of Educational Research Review, 3(3), 32–38. doi:10.24331/ijere.415824
   Google Scholar
• Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326. doi:10.1007/s10648-007-9047-2
   Web of Science ®Google Scholar
• Neelen, M., & Kirschner, P. A. (2017). Microlearning—A new old concept to put out to pasture. In 3-star learning experiences: An evidence-informed blog for learning professionals. Retrieved from https://3starlearningexperiences.wordpress.com/2017/06/13/microlearning-a-new-old-concept-to-put-out-to-pasture/.
   Google Scholar
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. doi:10.1177/1477878509104318
   Google Scholar
• Nikou, S. A., & Economides, A. A. (2018). Mobile-Based micro-Learning and Assessment: Impact on learning performance and motivation of high school students. Journal of Computer Assisted Learning, 34(3), 269–278. doi:10.1111/jcal.12240
   Web of Science ®Google Scholar
• Nushi, M., & Eqbali, M. H. (2017). Duolingo: A mobile application to assist second langauge learning. Teaching English with Technology, 17(1), 89–98. Retrieved from https://www.tewtjournal.org/issues/volume-2017/volume-17-issue-1/.
   Google Scholar
• Ottoson, J. M. (1995). Reclaiming the concept of application: From social to technological process and back again. Adult Education Quarterly, 46(1), 17–30. doi:10.1177/0741713695046001002
   Web of Science ®Google Scholar
• Paas, F., Ayres, P., & Pachman, M. (2008). Assessment of cognitive load in multimedia learning: Theory, methods and applications. In D. H. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that facilitate student learning (pp. 11–35).Charlotte, NC: Information Age Publishing.
   Google Scholar
• Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32(1–2), 1–8. doi:10.1023/B:TRUC.0000021806.17516.d0
   Web of Science ®Google Scholar
• Park, Y., & Kim, Y. (2018). A design and development of micro-learning content in e-learning system. International Journal on Advanced Science, Engineering and Information Technology, 8(1), 56–61. doi:10.18517/ijaseit.8.1.2698
   Google Scholar
• Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993–1038. doi:10.1111/j.1467-9922.2011.00663.x
   Web of Science ®Google Scholar
• Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1-2), 72–89. doi:10.1080/09588221.2017.1382536
   Web of Science ®Google Scholar
• Rassaei, E. (2019). Tailoring mediation to learners’ ZPD: Effects of dynamic and non-dynamic corrective feedback on L2 development. The Language Learning Journal, 47(5), 591–607. doi:10.1080/09571736.2017.1343863
   Web of Science ®Google Scholar
• Reeve, J., Ryan, R. M., & Deci, E. L. (2018). Sociocultural influences on student motivation as viewed through the lens of self-determination theory. In G. A. D. Liem & D. M. McInerney (Eds.), Big theories revisited 2 (pp. 15–40).Charlotte, NC: Information Age Publishing.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic dialectical theory. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33).New York, NY: University of Rochester Press.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The rigins, development, and future of self-determination theory. In A. J. Elliot (Ed.), Advances in motivation science (Vol. 6, pp. 111–156). Cambridge, MA: Elsevier Inc. doi:10.1016/bs.adms.2019.01.001
   Google Scholar
• Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Salas, A. (2017). Microlearning: What it is not and what it should be. Retrieved from https://www.learningsolutionsmag.com/articles/2255/microlearning-what-it-is-not-and-what-it-should-be.
   Google Scholar
• Savolainen, R. (2018). Self-determination and expectancy-value: Comparison of cognitive psychological approaches to motivators for information seeking about job opportunities. Aslib Journal of Information Management, 70(1), 123–140. doi:10.1108/AJIM-10-2017-0242
   Web of Science ®Google Scholar
• Schnotz, W., Fries, S., & Horz, H. (2009). Motivational aspects of cognitive load theory. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 69–96).Ashland, OH: Hogrefe & Huber Publishers.
   Google Scholar
• Shackleton-Jones, N. (2016). Micro-learning: The next big bad idea. Retrieved from https://www.linkedin.com/pulse/micro-learning-next-big-bad-idea-nick-shackleton-jones.
   Google Scholar
• Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303. doi:10.1080/09588221.2017.1308383
   Web of Science ®Google Scholar
• Skalka, J., & Drlík, M. (2018). Conceptual framework of microlearning-based training mobile application for improving programming skills. In M. E. Auer & T. Tsiatsos (Eds.), Interactive mobile communication technologies and learning. IMCL 2017. Advances in intelligent systems and computing (pp. 213–224). Cham: Springer. doi:10.1007/978-3-319-75175-7_22
   Google Scholar
• Sorden, S. D. (2012). The cognitive theory of multimedia learning. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.), The handbook of educational theories (pp. 155–167).North Carolina: Information Age Publishing.
   Google Scholar
• Sun, G., Cui, T., Yong, J., Shen, J., & Chen, S. (2018). MLaaS: A cloud-based system for delivering adapative micro learning in mobile MOOC learning. IEEE Transactions on Services Computing, 11(2), 292–305. doi:10.1109/TSC.2015.2473854
   Web of Science ®Google Scholar
• Sun, G., Cui, T., Yong, J., Shen, J., Chen, S. (2015). Drawing micro learning into MOOC: Using fragmented pieces of time to enable effective entire course learning experiences. In G. Fortino, W. Shen, J.-P. Barthès, J. Luo, W. Li, S. Ochoa, … M. Ramos (Eds.), Proceedings of the 2015 IEEE 19th International Conference on Computer Supported Cooperative Work in Design (pp. 308–313). doi:10.1109/CSCWD.2015.7230977
   Google Scholar
• Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. doi:10.1016/0959-4752(94)90003-5
   Google Scholar
• Sweller, J. (2007). Human cognitive architecture. In J. M. Spector, M. D. Merrill, J. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 369–383).Abingdon: Routledge.
   Google Scholar
• Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123–138. doi:10.1007/s10648-010-9128-5
   Web of Science ®Google Scholar
• Sweller, J. (2015). In academe, what is learned, and how is it learned? Current Directions in Psychological Science, 24(3), 190–194. doi:10.1177/0963721415569570
   Web of Science ®Google Scholar
• Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. doi:10.1007/s11423-019-09701-3
   Web of Science ®Google Scholar
• van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177. doi:10.1007/s10648-005-3951-0
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Widdowson, H. G. (1990). Aspects of language teaching. Oxford: Oxford University Press.
   Google Scholar
• Wigfield, A., & Cambria, J. (2010). Expectancy-value theory: Retrospective and prospective. In T. C. Urdan & S. A. Karabenick (Eds.), The decade ahead: Theoretical perspectives on motivation and achievement (pp. 35–70). New York: Taylor Francis Group. doi:10.1108/S0749-7423(2010)000016A005
   Google Scholar
• Yu, Z., Zhu, Y., Yang, Z., & Chen, W. (2019). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 32(4), 321–341. doi:10.1080/09588221.2018.1517093.
   Web of Science ®Google Scholar