Abstract : In the modern ESL (English as a Second Language) classroom, preparing learners to transition into the sphere of professional communication requires instructional approaches that are:
a. time efficient
b. transferable to real world contexts
This paper posits that task-based microlearning offers a potent pedagogical strategy to achieve these objectives. The purpose of the study is to explore how short, task-based activities can prepare learners for real world professional communication in time constrained learning contexts. The study adopts a mixed method, classroom-based design with intermediate (B1-B2) ESL learners enrolled in a professional Diploma course. Over a eight-week period, learners engaged in ten to fifteen minute workplace micro tasks simulating authentic professional situations such as responding to emails, delivering brief oral updates, clarifying instructions, participating in discussions and providing feedback. Data was collected through task performance rubrics, learner reflections, classroom observations, and post intervention surveys focusing on skill transferability. Preliminary findings indicate that this approach enhances clarity, professional register, and pragmatic appropriacy in spoken and written communication. Learners demonstrated increased communicative competence and confidence. The short and focused nature of microlearning reduced cognitive load, increased participation, and encouraged Contextualise language use. The study highlights task-based microlearning as a scalable teaching strategy that can be used to align with employability goals, while also accommodating the issue of reduced attention span of learners. The findings offer practical implications for ESL curriculum design and classroom practice in preparing learners for modern day workplace communication needs globally.

Keyword : ESL pedagogy, Microlearning, professional communication, task-based language teaching (TBLT), transferable skills.