The place of microlearning in foreign language teaching methodology: historiographic study

Abstract

Introduction. This study investigates the evolution of language teaching methodology in Russia and Western countries over time, with a focus on analysing the features of the microlearning concept as it relates to the everchanging landscape of language education. Aim. The aim of the study is to examine the development and evolution of foreign language teaching methodology in Russia and Western countries, with a particular focus on the Russian context. By conducting a thorough review of relevant scientific and professional literature, we aim to trace the progression of methodology in general, identify prevailing trends in language teaching, and evaluate the role of microlearning in the contemporary language education framework. Research methods. In order to gain a comprehensive understanding of the topic, the study employed historiographic analysis, which entails a systematic review of relevant literature, data collection, and data analysis. Results. Our study has uncovered that both in Russia and Western countries, there is a rich historical background for methodological thinking in language education. The study also revealed that language teaching methodologies have evolved to include a diverse range of novel approaches based on societal demand. Our findings suggest that microlearning, which is a recent addition to language education methodologies, is gaining popularity as a teaching method, while some modern foreign language teaching models have already incorporated the use of microlearning tools and strategies. Conclusion. In spite of microlearning being gradually implemented in language education, there is still a need for theoretical and practical research to refine and develop this method for effective language learning. The findings presented in this article can be used as a basis for further development of the microlearning concept as a distinct educational approach in language instruction.