Publication: Enhancing English Listening and Speaking through Microlearning: Insights on Thai Learners’ Growth Mindset in Higher Education
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Issued Date
2025-12-01
Resource Type
eISSN
16942116
Scopus ID
2-s2.0-105024537281
Journal Title
International Journal of Learning Teaching and Educational Research
Volume
24
Issue
12
Start Page
241
End Page
267
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Learning Teaching and Educational Research Vol.24 No.12 (2025) , 241-267
Suggested Citation
Smithsarakarn P., Prasittichok P. Enhancing English Listening and Speaking through Microlearning: Insights on Thai Learners’ Growth Mindset in Higher Education. International Journal of Learning Teaching and Educational Research Vol.24 No.12 (2025) , 241-267. 267. doi:10.26803/ijlter.24.12.11 Retrieved from: https://hdl.handle.net/20.500.14740/54979
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Author's Affiliation
Corresponding Author(s)
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Abstract
For decades, the limited communicative competence of Thai learners has been a recurring concern in English language education, particularly in the areas of listening and speaking, where traditional classroom methods often struggle to produce tangible, long-term fluency. This study proposes that English instructors in higher education can meaningfully integrate microlearning as a practical alternative to conventional teaching. Conducted over a four-week period through a mixed-method design, this research employed purposive and snowball sampling to recruit Thai undergraduates majoring in English, using pre-and post-tests delivered via AI-assured assessments, supplemented by growth mindset questionnaires and qualitative interviews. The analysis revealed that microlearning notably strengthened students' listening proficiency and fostered a more resilient growth mindset, while improvements in speaking performance, though present, did not yet reach the benchmark of international proficiency. Nevertheless, the inclusion of AI-based feedback proved valuable, offering clear, immediate, and constructive input that encouraged learners to refine their communicative performance. Beyond measurable skills, participants reported heightened motivation, confidence, and self-efficacy, all of which contributed to a more positive and proactive attitude toward language learning. Overall, this study concludes that microlearning offers a promising and practical pathway for improving listening proficiency and cultivating a positive mindset among Thai EFL learners, while suggesting that the attainment of higher speaking proficiency may require extended exposure and more complex communicative practice. Future research is therefore encouraged to explore the integration of microlearning with AI-supported assessments as a sustainable and scalable framework for advancing English communication skills in higher education contexts.