SHORT INTERACTIVE MOBILE LESSONS AS AN INNOVATIVE APPROACH TO LEARNING ENGLISH

This study investigates the pedagogical value of short interactive mobile lessons as a technology-enhanced approach to English language learning in secondary education. The research is grounded in the concepts of mobile learning and microlearning, which emphasize flexibility, learner autonomy, and the use of concise, goal-oriented instructional units. The study was conducted with 24 eighth-grade students (A2 level) and employed an experimental design involving a control and an experimental group. The experimental group received short interactive mobile lessons integrated into classroom instruction, while the control group followed a traditional teaching approach. Data were collected through author-designed pre- and post-tests assessing vocabulary, grammar, reading, and listening skills, as well as a learner motivation questionnaire. The results demonstrated that students exposed to short interactive mobile lessons showed measurable gains in language proficiency and higher levels of learner engagement compared to those in the control group. The findings confirm that short interactive mobile lessons represent a pedagogically valuable tool for supporting continuous English language learning and enhancing motivation in secondary school contexts.