<![CDATA[Microclass is a teaching strategy which involves dividing large classes into smaller, more manageable sections. These smaller classes are managed by learner facilitators who have received microteaching training and take on teacher-like responsibilities such as facilitating learner activities, assessing work, leading discussions, and providing feedback. This research utilized exploratory sequential research design employing the triangulation approach from interpretations derived from interviews, questionnaires, and observation and descriptive analysis to evaluate the role of lecturer and learner facilitators, level of involvement, and the impact microclass in English language teaching process. The finding showed that lecturer and learner facilitators worked together responsibly and effectively to implement microclass. Lecturer conducted microteaching sessions, observed the classes, consulted with learners, and provided feedback. Meanwhile, learner facilitators took on roles as motivators, collaborators, discussants, and initiators, employing techniques like pairing and scaffolding throughout microclass stages. This collaborative approach resulted in a well-organized classroom. Additionally, the innovative microclass format significantly enhanced learner participation in the learning process, leading to the development of soft skills such as problem-solving, teamwork, and self-confidence. It helps language lecturers effectively engage their learners in learning language while also enhancing learners soft skills, which are crucial for 21st-century education, and therefore merits further exploration.]]>
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