Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?

Autor/inn/en	Chang, Chi-Cheng; Lei, Hao; Tseng, Ju-Shih
Titel	Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?
Quelle	(2014), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-989-8704-08-5
Schlagwörter	Technology Uses in Education; Teaching Methods; Listening Comprehension; English (Second Language); Second Language Learning; Majors (Students); College Students; Foreign Countries; Cognitive Processes; Difficulty Level; Long Term Memory; Educational Technology; Delivery Systems; Correlation; Visual Stimuli; Printed Materials; Auditory Stimuli; Language Proficiency; Pretests Posttests; Comparative Analysis; Intervention; Training; Instructional Effectiveness; Multivariate Analysis; Taiwan + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Ausland; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Langzeitgedächtnis; Unterrichtsmedien; Auslieferung; Korrelation; Auditive Stimulation; Language skill; Language skills; Sprachkompetenz; Ausbildung; Unterrichtserfolg; Multivariate Analyse
Abstract	Although ubiquitous learning enhances students' access to learning materials, it is crucial to find out which media delivery modes produce the best results for English listening comprehension. The present study examined the effect of media delivery mode (sound and text vs. sound) on English listening comprehension and cognitive load. Participants were 162 students majoring in Applied Foreign Language at a university in Taiwan. The students were randomly assigned to either single mode (sound) or double mode (sound and text). The research questions are (a) whether students learning with double mode outperformed students learning with single mode in listening comprehension; and (b) whether students learning with double mode hold less cognitive load than students learning with single mode. If the answers to these questions are affirmative, then the modality effect occurs and the redundancy effect does not occur. The results demonstrated that (a) text significantly enhanced English listening comprehension and lowered cognitive load; (b) students with higher English listening comprehension held lower cognitive load, and vice versa; (c) text was added no benefit to schema construction in long-term memory; and (d) complex media deliveries were not necessarily helpful to learning. Results (a) and (b) confirmed that the modality effect occurred, and the redundancy effect did not occur in the present study. [For full proceedings, see ED557189.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01