Structural equation modelling of teachers’ perspectives on microlearning in Saudi EFL instruction: examining predictors of adoption and implementation
Abstract Microlearning, with its potential to deliver focused, engaging, and learner-centred instruction, has become an innovative strategy in English as a foreign language (EFL) instruction. However, its practical implementation in Saudi classrooms remains underexplored, particularly from the teach...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-07-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
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| Online Access: | https://doi.org/10.1186/s40862-025-00337-w |
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| author | Mohammad Hamad Al-khresheh Rim Al Basheer Ben Ali Mayez Almayez Shatha Fahad Alruwaili Aisha Fadl Almola Mohammed Alimam |
| author_facet | Mohammad Hamad Al-khresheh Rim Al Basheer Ben Ali Mayez Almayez Shatha Fahad Alruwaili Aisha Fadl Almola Mohammed Alimam |
| author_sort | Mohammad Hamad Al-khresheh |
| collection | DOAJ |
| description | Abstract Microlearning, with its potential to deliver focused, engaging, and learner-centred instruction, has become an innovative strategy in English as a foreign language (EFL) instruction. However, its practical implementation in Saudi classrooms remains underexplored, particularly from the teachers’ perspective. This study investigated the relationships among familiarity with microlearning, perceived benefits, challenges, and recommendations for its integration into EFL instruction. Employing a quantitative research design, data were collected from 248 EFL teachers selected using stratified sampling to ensure diverse representations across gender, age, teaching experience, and institutional type. The study utilized a validated questionnaire to gather insights, with data analyzed using structural equation modelling. The findings revealed that familiarity with microlearning significantly enhanced perceived benefits (β = 0.93, p < 0.01) and reduced perceived challenges (β = − 0.68, p < 0.01). Perceived benefits positively influenced recommendations for adoption (β = 0.48, p < 0.01), whereas challenges negatively impacted recommendations (β = − 0.32, p < 0.01). Moderating effects demonstrated that teaching experience strengthened the relationship between familiarity and perceived benefits, whereas institution type influenced how challenges affected recommendations. Based on these findings, implications are suggested to support the effective integration of microlearning into Saudi EFL classrooms. These include implementing targeted teacher training programs to enhance familiarity with microlearning strategies, investing in technological infrastructure to address practical challenges, and developing institution-specific support systems to ensure equitable access to resources. |
| format | Article |
| id | doaj-art-b3ca485d367b4361aee1c3cbccdec2ab |
| institution | Kabale University |
| issn | 2363-5169 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj-art-b3ca485d367b4361aee1c3cbccdec2ab2025-08-20T03:42:30ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692025-07-0110112810.1186/s40862-025-00337-wStructural equation modelling of teachers’ perspectives on microlearning in Saudi EFL instruction: examining predictors of adoption and implementationMohammad Hamad Al-khresheh0Rim Al Basheer Ben Ali1Mayez Almayez2Shatha Fahad Alruwaili3Aisha Fadl Almola Mohammed Alimam4Department of Languages and Translation, College of Humanities and Social Sciences, Northern Border UniversityDepartment of Languages and Translation, College of Humanities and Social Sciences, Northern Border UniversityEnglish Language Department, College of Arts, University of Ha’ilDepartment of English Language and Literature, College of Languages and Translation, Imam Mohammad Ibn Saud Islamic UniversityDepartment of Languages and Translation, College of Humanities and Social Sciences, Northern Border UniversityAbstract Microlearning, with its potential to deliver focused, engaging, and learner-centred instruction, has become an innovative strategy in English as a foreign language (EFL) instruction. However, its practical implementation in Saudi classrooms remains underexplored, particularly from the teachers’ perspective. This study investigated the relationships among familiarity with microlearning, perceived benefits, challenges, and recommendations for its integration into EFL instruction. Employing a quantitative research design, data were collected from 248 EFL teachers selected using stratified sampling to ensure diverse representations across gender, age, teaching experience, and institutional type. The study utilized a validated questionnaire to gather insights, with data analyzed using structural equation modelling. The findings revealed that familiarity with microlearning significantly enhanced perceived benefits (β = 0.93, p < 0.01) and reduced perceived challenges (β = − 0.68, p < 0.01). Perceived benefits positively influenced recommendations for adoption (β = 0.48, p < 0.01), whereas challenges negatively impacted recommendations (β = − 0.32, p < 0.01). Moderating effects demonstrated that teaching experience strengthened the relationship between familiarity and perceived benefits, whereas institution type influenced how challenges affected recommendations. Based on these findings, implications are suggested to support the effective integration of microlearning into Saudi EFL classrooms. These include implementing targeted teacher training programs to enhance familiarity with microlearning strategies, investing in technological infrastructure to address practical challenges, and developing institution-specific support systems to ensure equitable access to resources.https://doi.org/10.1186/s40862-025-00337-wChallengesSaudi EFL instructionFamiliarityMicrolearningPerceived benefitsRecommendations |
| spellingShingle | Mohammad Hamad Al-khresheh Rim Al Basheer Ben Ali Mayez Almayez Shatha Fahad Alruwaili Aisha Fadl Almola Mohammed Alimam Structural equation modelling of teachers’ perspectives on microlearning in Saudi EFL instruction: examining predictors of adoption and implementation Asian-Pacific Journal of Second and Foreign Language Education Challenges Saudi EFL instruction Familiarity Microlearning Perceived benefits Recommendations |
| title | Structural equation modelling of teachers’ perspectives on microlearning in Saudi EFL instruction: examining predictors of adoption and implementation |
| title_full | Structural equation modelling of teachers’ perspectives on microlearning in Saudi EFL instruction: examining predictors of adoption and implementation |
| title_fullStr | Structural equation modelling of teachers’ perspectives on microlearning in Saudi EFL instruction: examining predictors of adoption and implementation |
| title_full_unstemmed | Structural equation modelling of teachers’ perspectives on microlearning in Saudi EFL instruction: examining predictors of adoption and implementation |
| title_short | Structural equation modelling of teachers’ perspectives on microlearning in Saudi EFL instruction: examining predictors of adoption and implementation |
| title_sort | structural equation modelling of teachers perspectives on microlearning in saudi efl instruction examining predictors of adoption and implementation |
| topic | Challenges Saudi EFL instruction Familiarity Microlearning Perceived benefits Recommendations |
| url | https://doi.org/10.1186/s40862-025-00337-w |
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