Robayo Andrea

Resumen: THIS STUDY EXPLORED THE EFFECTS OF A MICROLEARNING SPEAKING CORNERS INTERVENTION TO UNDERSTAND DEEPLY THE ORAL CONFIDENCE AND MOTIVATION OF PRE-SERVICE EFL TEACHERS WHILE GETTING READY FOR TAKING THE B2 FIRST EXAM. A MIXED-METHODS DESIGN WAS EMPLOYED, CONSISTING OF A QUASI-EXPERIMENTAL PRE-/POST-TEST SURVEY WITH A THEMATIC ANALYSIS OF QUALITATIVE RESPONSES. THE PARTICIPANTS WERE SIXTH-SEMESTER STUDENTS ENROLLED IN THREE UNIVERSITY CLASSES OF PEDAGOGY OF NATIONAL AND FOREIGN LANGUAGES (PINE) MAJOR, IN ECUADOR. QUANTITATIVELY, CONFIDENCE IMPROVED ACROSS ALL THREE CLASSES, AND KNOWLEDGE OF EXAM STRUCTURE ROSE IN TWO CLASSES. PERCEIVED USEFULNESS OF MICROLEARNING INCREASED NOTABLY IN ONE CLASS. QUALITATIVE RESULTS SHOWED THAT PARTICIPANTS WENT FROM HAVING A VAGUE UNDERSTANDING TO A CLEAR UNDERSTANDING, USED EXAM STRATEGIES MORE, FELT LESS ANXIOUS, AND WERE MORE MOTIVATED. THE FINDINGS SHOWED THAT PEER-LED AND REWARD-SUPPORTED MICROLEARNING SEQUENCES ARE EFFECTIVE IN IMPROVING EXAM PREPAREDNESS AND MAINTAINING ENGAGEMENT. THE RESEARCH PROVIDES A PRACTICAL AND COST-EFFECTIVE PEDAGOGICAL FRAMEWORK FOR HIGH-STAKES EFL SPEAKING INSTRUCTION, WITH RAMIFICATIONS FOR TEACHER EDUCATION AND EXAM PREPARATION SETTINGS. KEYWORDS: MICROLEARNING, SECOND LANGUAGE LEARNING, ORAL COMMUNICATION, MOTIVATION, TEACHING METHODS.