IMPLEMENTING MICROLEARNING IN JAPANESE SPEAKING CLASSES TO ENCHANCE STUDENTS’ SELF REGULATED LEARNING AND SPEAKING PROFICIENCY
DOI:
https://doi.org/10.21009/ishel.v2i1.57752Keywords:
microlearning, Japanese speaking proficiency, self-regulated learning, japanese language educationAbstract
This study aims to examine changes in Japanese speaking proficiency and Self-Regulated Learning (SRL) among university students following microlearning-based instruction. A quantitative approach employing a pre-experimental one-group pretest–posttest design was conducted with 14 students enrolled in a Japanese Language Education program. The intervention lasted four weeks and integrated short instructional videos, focused speaking tasks, repeated practice, self-reflection, and formative assessments. Data were collected using speaking proficiency tests and SRL questionnaires administered before and after the intervention. The data were analyzed using descriptive statistics, Shapiro–Wilk normality tests, paired-samples t-tests, and effect size calculations. The findings revealed significant improvements in speaking proficiency, with mean scores increasing from 63.07 to 80.29 (p < 0.001; Cohen's dᶻ = 2.95), and in SRL, with mean scores increasing from 75.36 to 92.50 (p < 0.001; Cohen's dᶻ = 2.75). These findings provide preliminary evidence supporting the integration of microlearning, speaking practice, and learner self-regulation in Japanese language education. The study contributes to foreign language pedagogy in Indonesian higher education by informing the development of flexible, reflective, and learner-centered instructional strategies. However, the absence of a control group limits causal interpretation.
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