AI-DRIVEN SOCIAL MEDIA MICROLEARNING IN ENGLISH LANGUAGE TEACHING: A REVIEW OF EMERGING PRACTICES IN HIGHER EDUCATION
Abstract
The integration of artificial intelligence and social media technologies has significantly influenced teaching and learning practices in higher education. In the field of English Language Teaching (ELT), these technologies create new opportunities for innovative pedagogical approaches such as microlearning. This review article examines existing research on AI-driven social media microlearning and its potential for developing communicative competence among university students learning English as a foreign language. The paper analyzes previous studies on the use of social media in language education, the pedagogical value of microlearning, and the emerging role of artificial intelligence tools in ELT. The findings of the review indicate that short, technology-mediated learning activities delivered through social media platforms can increase learner engagement, support authentic communication practice, and promote learner autonomy. Furthermore, artificial intelligence tools can provide personalized feedback and additional opportunities for language practice. The article highlights the pedagogical potential of integrating AI technologies with social media-based microlearning in university ELT classrooms and provides recommendations for educators seeking to incorporate these digital tools into language teaching practices.
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