國立臺灣師範大學科技應用與人力資源發展學系Chang, I. J.Chang, C.-C.2014-10-302014-10-302009-09-011696-2095http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/35391Introduction: 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.)Foreign CountriesCognitive ProcessesDifficulty LevelShort Term MemorySecond Language LearningAnxietyLanguage ProficiencyCollege StudentsCorrelationListening ComprehensionProgram Effectiveness