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

Autor/inn/en	Chen, I-Jung; Chang, Chi-Cheng
Titel	Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning
Quelle	In: Electronic Journal of Research in Educational Psychology, 7 (2009) 2, S.729-746 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Foreign Countries; Cognitive Processes; Difficulty Level; Short Term Memory; Second Language Learning; Anxiety; Language Proficiency; College Students; Correlation; Listening Comprehension; Program Effectiveness; Taiwan; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Ausland; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Kurzzeitgedächtnis; Zweitsprachenerwerb; Angst; Language skill; Language skills; Sprachkompetenz; Collegestudent; Korrelation; Hörverständnis
Abstract	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. (Contains 3 tables.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10