Research on the Problems and Development of Micro-learning in English Vocabulary Curriculum

Abstract

This study focuses on recognizing the difficulties and considering potential solutions associated with integrating micro learning into the teaching of English vocabulary. The necessity for efficient vocabulary acquisition strategies is one of the major issues this study attempts to solve. For language proficiency, developing a strong vocabulary is essential, but conventional approaches frequently rely on rote memorization and lengthy lists of terms. The study aims to investigate the relationship between teaching competence and awareness, students' learning experience, curriculum development, and English language proficiency, with a specific focus on the role of self-determination theory in the development of effective micro-learning models. This research study explores the problems and development models of micro-learning in English vocabulary curriculum, focusing on 280 regular English teachers and 4 English professors in China. The study employed a survey questionnaire and interviews to collect data from the participating teachers, which was then analyzed using descriptive statistics and structural equation modeling. The study's findings revealed a strong connection between teacher awareness and competency, student learning, and curriculum development. The study also discovered that the association between students' learning experiences and curricular development was mediated by English language proficiency. The study also demonstrated how self-determination theory, which emphasizes the need for autonomy, motivation, and a positive learning experience, is involved in the creation of successful micro-learning models.