Cognitive Load Theory and Its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English

Autor/inn/en	Asma, Houichi; Dallel, Sarnou
Titel	Cognitive Load Theory and Its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English
Quelle	In: Arab World English Journal, 11 (2020) 4, S.110-127 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Asma, Houichi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Cognitive Ability; Language Teachers; Teacher Attitudes; College Faculty; Second Language Learning; Second Language Instruction; English (Second Language); Brain Hemisphere Functions; Teaching Methods; Outcomes of Education; Foreign Countries; Learning Theories; Instructional Design; Learning Processes; Knowledge Level; Algeria + Suchen Sie Ihr Suchwort? Denkfähigkeit; Language teacher; Sprachunterricht; Lehrerverhalten; Fakultät; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Ausland; Learning theory; Lerntheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Wissensbasis; Algerien
Abstract	Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents' knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01