Cognitive load theory: An empirical study of anxiety and task performance in language learning.
| dc.contributor | 國立臺灣師範大學科技應用與人力資源發展學系 | zh_tw |
| dc.contributor.author | Chang, I. J. | en_US |
| dc.contributor.author | Chang, C.-C. | en_US |
| dc.date.accessioned | 2014-10-30T09:33:52Z | |
| dc.date.available | 2014-10-30T09:33:52Z | |
| dc.date.issued | 2009-09-01 | zh_TW |
| dc.description.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.) | en_US |
| dc.description.uri | http://www.investigacion-psicopedagogica.com/revista/articulos/18/english/Art_18_348.pdf | zh_TW |
| dc.identifier | ntnulib_tp_E0201_01_011 | zh_TW |
| dc.identifier.issn | 1696-2095 | zh_TW |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/35391 | |
| dc.language | en | zh_TW |
| dc.relation | Electronic Journal of Research in Educational Psychology, 7(2), 729-746. | en_US |
| dc.rights.uri | University of Almeria, Education & Psychology | zh_TW |
| dc.subject.other | Foreign Countries | en_US |
| dc.subject.other | Cognitive Processes | en_US |
| dc.subject.other | Difficulty Level | en_US |
| dc.subject.other | Short Term Memory | en_US |
| dc.subject.other | Second Language Learning | en_US |
| dc.subject.other | Anxiety | en_US |
| dc.subject.other | Language Proficiency | en_US |
| dc.subject.other | College Students | en_US |
| dc.subject.other | Correlation | en_US |
| dc.subject.other | Listening Comprehension | en_US |
| dc.subject.other | Program Effectiveness | en_US |
| dc.title | Cognitive load theory: An empirical study of anxiety and task performance in language learning. | en_US |