EFL ADULT STUDENTS’ PERCEPTIONS OF THE EFFECTS OF NANO-LEARNING ON ONLINE PRONUNCIATION LEARNING

Abstract

This study examines adult EFL learners’ perceptions of nano-learning in online pronunciation
training at a private English center in Ho Chi Minh City. A survey of 50 learners measured perceived
effects on cognitive load, personalization, and motivation after using short pronunciation modules (2–5
minutes). Results showed strong positive perceptions, especially for motivation and learning flexibility.
Learners valued brief, focused lessons and self-paced review, though some reported technical challenges.
Overall, nano-learning was perceived to reduce cognitive overload and sustain motivation, suggesting its
potential as an effective supplement to blended pronunciation instruction.