Is Single or Dual Channel with Different English Proficiencies Better for English Listening Comprehension, Cognitive Load and Attitude in Ubiquitous Learning Environment?

Autor/inn/en	Chang, Chi-Cheng; Tseng, Kuo-Hung; Tseng, Ju-Shih
Titel	Is Single or Dual Channel with Different English Proficiencies Better for English Listening Comprehension, Cognitive Load and Attitude in Ubiquitous Learning Environment?
Quelle	In: Computers & Education, 57 (2011) 4, S.2313-2321 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.06.006
Schlagwörter	Listening Comprehension; Quasiexperimental Design; Instructional Design; Educational Environment; Cognitive Processes; Difficulty Level; Learning Activities; Teaching Methods; English (Second Language); Second Language Learning; College Students + Suchen Sie Ihr Suchwort? Hörverständnis; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent
Abstract	The purpose of the present study was to examine the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension, cognitive load and learning attitude in a ubiquitous learning environment. An experimental learning activity was implemented using PDA as a learning tool to facilitate learning. A quasi-experimental design was employed with university students participating in the experiment. The results revealed that (a) high English proficiency learners had significantly better English listening comprehension and lower intrinsic and extraneous load than low English proficiency learners; (b) both high and low English proficiency learners learning with dual channel had significantly better English listening comprehension and held more positive attitude toward the ubiquitous learning environment than learners learning with single channel; (c) for learners learning with single channel, low English proficiency learners had significantly higher extraneous load than high English proficiency learners; and (d) for low English proficiency learners, learners who learned with dual channel possessed significantly lower extraneous load than learners who learned with single channel. The suggestions for educators and instructional designers were also discussed in the present study. (Contains 3 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10