Performance, Cognitive Load, and Behaviour of Technology-Assisted English Listening Learning: From CALL to MALL

Autor/inn/en	Chang, Chi-Cheng; Warden, Clyde A.; Liang, Chaoyun; Chou, Pao-Nan
Titel	Performance, Cognitive Load, and Behaviour of Technology-Assisted English Listening Learning: From CALL to MALL
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 2, S.105-114 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Chi-Cheng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12218
Schlagwörter	Listening Comprehension; Cognitive Processes; Difficulty Level; Computer Assisted Instruction; Electronic Learning; Second Language Learning; English (Second Language); College Students; Language Proficiency; Multivariate Analysis; Experimental Groups; Control Groups; Student Interests; Pretests Posttests; Second Language Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Hörverständnis; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Language skill; Language skills; Sprachkompetenz; Multivariate Analyse; Studieninteresse; Fremdsprachenunterricht; Unterrichtserfolg
Abstract	This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer-assisted learning. An experimental design, employing a pretest-posttest control group is employed. Randomly assigned foreign language university majors joined either the experimental group (outdoor ubiquitous learning), with 80 participants (26 males and 54 females), or a control group (indoor computer-assisted learning), with 80 participants (27 males and 53 females). The experiment lasted 3 weeks. Both groups were administered a test of English listening proficiency before and after the experiment along with a questionnaire of cognitive load postexperiment. Prior English listening proficiency forms a covariate for the multivariate analysis of covariance. Results show (a) students in the experimental group exhibit significantly better English listening comprehension after the experiment compared to the control group; (b) students in the experimental group reported significantly lower cognitive load than the control group; (c) English listening comprehension and cognitive load exhibited a statistically significant negative relationship; and (d) outdoor ubiquitous learning enhanced self-reported learning interests and interactions more than indoor computer-assisted learning. Contributions and significances of this study are presented based on these results. Finally, implications for teaching practices are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01