Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning  

Oleh:

Chen, I-Jung ; Chang, Chi-Cheng

Jenis: Article from Journal
Dalam koleksi: Electronic Journal of Research in Educational Psychology vol. 7 no. 2 (2009), page 729-746.
Topik: cognitive load; cognitive load subject rating scale; foreign language anxiety; foreign language classroom anxiety scale; listening comprehension.
Fulltext: Cognitive Load Theory An Empirical Study of Anxiety and Task Performance in Language Learning.pdf (403.62KB)

Isi artikel

Introduction. This study explores the relationship among three variables—cognitive load, foreign language anxiety, and task performance. Cognitive load refers to the load imposed on working memory while performing a particular task. The authors hypothesized that anxiety consumes the resources of working memory, leaving less capacity for cognitive activities, and impeding effectiveness. Method. The participants were 88 non-English major students enrolled in a 4-year program at a technical university in Taiwan. The Foreign Language Classroom Anxiety Scale was employed to examine their anxiety levels; the Cognitive Load Subject Rating Scale was utilized to measure their cognitive load while engaging in an English listening comprehension task. Results. The students with higher foreign language anxiety also incurred a higher cognitive load. Foreign language anxiety and cognitive load were in negative correlation with listening comprehension. Discussion. Learners who experience more anxiety incur a heavier cognitive load and receive lower test scores. To enhance learning effectiveness, instructors are encouraged to identify anxiety-provoking situations and provide a supportive learning environment so that the learners can devote their complete working memory resources to the learning tasks.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali