This article examines the scientific and methodological foundations of organizing short-term lesson tasks through microlearning technologies. In a digital learning environment, maintaining learners’ attention, dividing content into small meaningful units, providing immediate feedback, and supporting independent learning are interpreted as important factors for improving instructional effectiveness. The study proposes a methodological model of microlearning consisting of learning objectives, content segmentation, task design, assessment, and reflection. The article explains how short videos, mini-quizzes, problem-based questions, practical exercises, rapid projects, and reflective tasks can be integrated into 7–15-minute lesson segments. The findings indicate that microlearning enhances learners’ cognitive activity, supports gradual consolidation of knowledge, and enables teachers to apply an individualized approach. At the same time, microlearning produces sustainable pedagogical outcomes only when it is combined with deeper analysis, discussion, and generalization.
| Mualliflar | Madrakhimov, Tuliboy, Мадрахимов, Тулибой, Madraximov, Tuliboy |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-06-25 |
| Jild | 4 |
| Son | 6/S |
| Betlar | 121-128 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol4-iss6/s-pp121-128 |
DOI: 10.47689/2181-3701-vol4-iss6/s-pp121-128 · Maqolaning asl sahifasi
mikrota’lim, qisqa muddatli topshiriq, raqamli ta’lim, metodika, mikroresurs, tezkor baholash, refleksiya, individual yondashuv, микрообучение, краткосрочное задание, цифровое образование, методика, микроресурс, формирующее оценивание, рефлексия, индивидуальный подход, microlearning, short-term task, digital education, methodology, micro-resource, formative assessment, reflection, individualized learning
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