Innovation in Language Learning

As writing remains a complex and challenging task for students, adopting digital, student-friendly approaches has become essential, especially for Gen-Z learners, whose unique traits and short attention spans require more engaging and accessible instructions. This study investigates the effectiveness of micro-learning modules in enhancing writing skills among Bangladeshi high schools’ Gen-Z students. Using a mixed-method approach, the research primarily employed quasi-experimental design. A total of 31 tenth-grade students from a rural government high school of Bangladesh were divided into an experimental group and a control group. The experimental group received short, targeted video-based lessons combined with teacher-led lectures on argumentative writing, while the control group received the traditional teacher-led lectures only. Writing samples from both groups were evaluated using Brown's (2007) rubric. To determine the statistical significance, a t-test was conducted which revealed the experimental group outperformed the control group (t = 2.86, critical t = 2.405, p < 0.05). To complement these findings of quasi-experimental design, a post-intervention survey was administered only to the experimental group, including both Likert-scale items (analyzed quantitatively) and open-ended questions (analyzed qualitatively). Approximately 70.58% of the participants reported favourable disposition towards micro-learning, citing increased engagement, lessened anxiety etc. Qualitative responses reinforced these sentiments, highlighting enhanced motivation and clearer understanding of writing structure. These findings indicate that micro-learning is a promising e-learning strategy for improving Gen-Z learners’ writing skills by aligning with their cognitive and behavioral traits.

Keywords: Gen-Z, e-learning, anxiety, motivation

REFERENCES

[1] Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Longman