Examining the effectiveness of micro learning in improving English speaking skills in civil air transportation management students

The purpose of this study is to examine the effectiveness of the Microlearning Method in improving the English speaking skills of Civil Aviation Transportation Management students. This quasi-experimental study was conducted on 21 Civil Aviation Transportation Management students taking the Speaking Skills-II course at Cappadocia University during the spring semester of the 2024-2025 academic year. The implementation lasted a total of eight weeks, with students receiving four weeks of training focused on the Traditional Learning Method and four weeks on the Microlearning Method. The research employed a single-group pretest-posttest quasi-experimental design. Quantitative data, including students' speaking skills (fluency, vocabulary, content) and method preferences, were collected via podcast recordings at the beginning and end of each method. Podcast recordings were scored by two independent instructors via rubric to ensure inter-rater reliability and scores were averaged afterwards. Data normality for speaking skill scores was assessed using the Shapiro-Wilk test. The result confirmed normal distribution for all variables (p > .05 for all). Paired Samples t-tests were employed to analyze changes in speaking skills within each method. Results indicated improvements after both the Traditional Learning Method (t(20) = -6.44, p < .001) and the Microlearning Method (t(20) = -18.2, p < .001). A comparison of the t-statistics revealed that the Microlearning Method generated a markedly greater improvement in English speaking skills. Furthermore, Repeated Measures ANOVA was conducted to examine the influence of gender and additional educational background on the methods effectiveness. The analysis showed no statistically significant three-way interaction (p > .05 for both TLM and MLM three-way interactions).Qualitative data, collected through an open-ended survey question, supported these quantitative findings, with students frequently describing the Microlearning Method as "Effective," "Fast," and "Easy." As a result, significantly higher scores were observed after the Micro Learning Method was implemented compared to the Traditional Teaching Method,and students' opinions and preferences support this observation.