Does Multimedia Support Individual Differences?--EFL Learners' Listening Comprehension and Cognitive Load

Autor/in	Yang, Hui-Yu
Titel	Does Multimedia Support Individual Differences?--EFL Learners' Listening Comprehension and Cognitive Load
Quelle	In: Australasian Journal of Educational Technology, 30 (2014) 6, S.699-713 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Multimedia Instruction; Teaching Methods; Language Proficiency; English (Second Language); Second Language Learning; Cognitive Ability; Scores; Listening Comprehension; Visual Learning; Video Technology; Preferences; Experimental Groups; Coding; Control Groups; News Reporting; Cognitive Style; Individual Differences; Asians; Foreign Countries; Language Tests; Statistical Analysis; Measures (Individuals); Second Language Instruction; College Students; China + Suchen Sie Ihr Suchwort? Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Denkfähigkeit; Hörverständnis; Visual education; Visuelles Lernen; Codierung; Programmierung; News report; Reportage; Cognitive styles; Kognitiver Stil; Individueller Unterschied; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Language test; Sprachtest; Statistische Analyse; Messdaten; Fremdsprachenunterricht; Collegestudent
Abstract	The present study examines how display model, English proficiency and cognitive preference affect English as a Foreign Language (EFL) learners' listening comprehension of authentic videos and cognitive load degree. EFL learners were randomly assigned to one of two groups. The control group received single coding and the experimental group received dual coding. The results show that the display model affects EFL learners' cognitive load and listening comprehension of CNN news. There is no interaction among English proficiency, cognitive preference and experimental conditions on the listening comprehension scores and cognitive load scale. Learners with a low aptitude for visual learning had poorer performance and a higher cognitive load than those with a high aptitude for visual learning. All learners, regardless of cognitive styles and level of English, benefited from dual coding. The dual-code display model thus seems to be effective in reducing EFL learners' cognitive load. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01