An Instructional Model Based on Mobile Microlearning for Teaching English Idioms Through Songs to EFL Learners

Abstract

This study investigates the effectiveness of adopting the ADDIE model in teaching idioms by utilising idioms in songs through using a mobile microlearning strategy in the classroom. It is impossible to infer an idiomatic expression's meaning from the words themselves. Therefore, both understanding and using them pose difficulties for EFL students. But using them effectively in conversation is a good indicator of a high level of English proficiency. The sample consisted of 15 students in one of the Jordanian high schools. The researcher carefully selected these idioms in songs to ensure they did not already know them. Another crucial factor while choosing these songs was the ability to guess either the idioms' literal translation or the symbolic meaning. After the experiment, the researcher administered one post-test to measure how idioms in songs affect the retention rate of these idioms. The experiment results show that using idioms in songs through a mobile microlearning strategy had a better short- and long-term retention rate. Therefore, the results of this study indicate that using idioms in songs with a mobile microlearning strategy while teaching idioms should have much attention from teachers because idioms are potent tools to enhance students' retention of remembering and using these idioms. Also, teachers must give more opportunities for students to interact using these idiomatic expressions to improve their speaking skills.