Gohar, R. (2023). A Microlearning ESP Program to Develop University Students’ Vocabulary and Reduce their Cognitive Load. CDELT Occasional Papers in the Development of English Education, 83(1), 453-476. doi: 10.21608/opde.2023.325342
Rehab Hamadtoh A. Gohar. "A Microlearning ESP Program to Develop University Students’ Vocabulary and Reduce their Cognitive Load". CDELT Occasional Papers in the Development of English Education, 83, 1, 2023, 453-476. doi: 10.21608/opde.2023.325342
Gohar, R. (2023). 'A Microlearning ESP Program to Develop University Students’ Vocabulary and Reduce their Cognitive Load', CDELT Occasional Papers in the Development of English Education, 83(1), pp. 453-476. doi: 10.21608/opde.2023.325342
Gohar, R. A Microlearning ESP Program to Develop University Students’ Vocabulary and Reduce their Cognitive Load. CDELT Occasional Papers in the Development of English Education, 2023; 83(1): 453-476. doi: 10.21608/opde.2023.325342
A Microlearning ESP Program to Develop University Students’ Vocabulary and Reduce their Cognitive Load
Associate Professor, Curriculum & Instruction Dept. (TEFL) Faculty of Education, Mansoura University, Egypt
Abstract
This research aimed at examining the effect of a proposed microlearning-based ESP program on developing vocabulary and reducing the cognitive load of university students. The quasi-experimental design was adopted using (60) students enrolled in level two (first year) at the Faculty of Fine Arts, Mansoura University. The participants were divided into two groups: an experimental group studied through the microlearning ESP program, which was designed according to the ADDIE model, and a control group received regular instruction. A needs analysis questionnaire was administered to the Fine Arts students, and it was revealed that vocabulary is a main requirement for them since it affects their speaking and writing performance. Other instruments designed and used were a standards checklist for microlearning design, a vocabulary test, and a cognitive load scale. The results indicated that experimental group students outperformed their counterparts of the control group in vocabulary learning. Besides, the cognitive load post-level of the experimental group was reduced compared to their pre-level and to the control group’s post-cognitive load level as well. Accordingly, the microlearning ESP program proved its positive effect on developing vocabulary learning and reducing the cognitive load of students at the Faculty of Fine Arts.
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