Integrating microlearning techniques into teaching Business English for master’s students at non-linguistic universities

The research aims to determine the methods for implementing microlearning techniques into the teaching of Business English within master’s programs at non-linguistic universities. The article examines various approaches to defining the “microlearning” concept, its characteristic features, and its specifics within the context of professional training in higher education generally, and English for Business Communication specifically. The scientific novelty of the study lies in the presentation of a model for integrating microlearning techniques into the traditional language training format at a non-linguistic university, exemplified by a lecture-and-practice Business English course for graduate students. As a result of the study, pathways were identified for incorporating microlearning both as a pedagogical technology and as a method for organizing and delivering educational material within a university Business English course. The proposed model combines the conventional university format of lectures and seminars with microlearning in the form of a series of micro-tasks (micro-content) aimed at developing specific productive and receptive language skills. These are implemented during seminars and independent study in both synchronous and asynchronous modes.