Improving Libyan Student Skills in Learning English with Microlearning Through Games

Abstract

In the increasingly globalized world we live in, it is essential to be able to communicate effectively in English, especially in countries like Libya. However, conventional teaching techniques frequently fall short of truly engrossing pupils and improving English. This study intends to investigate the potential of game-based microlearning in enhancing the English language proficiency of high school pupils in Alkhomes, Libya. The research was conducted with a purposive sample of 50 male students, aged 15 to 16 years, from Al-Refai High School in Alkhomes City. There are three cycles to the study, each of which includes planning, carrying it out, observing it, and reflecting on it. Using the relevant tools, the pupils' speaking abilities and learning motivation are evaluated. Cycle 2 is a result of Cycle 1's results showing a need for further development. In Cycle 2, the pupils' speaking abilities and motivation increase, although improvement is still needed. The investigation thus moves on to Cycle 3. The research's findings are consistent with earlier studies that have emphasized the advantages of microlearning and gamification. Knowledge retention and individualized learning experiences are made possible via microlearning. Gamification improves critical thinking, problem-solving, and engagement. Students are additionally encouraged to study and practice speaking English by playing language activities.