Improving Computer-Assisted Language Learning through the Lens of Cognitive Load

Autor/inn/en	Bahari, Akbar; Wu, Sumei; Ayres, Paul
Titel	Improving Computer-Assisted Language Learning through the Lens of Cognitive Load
Quelle	In: Educational Psychology Review, 35 (2023) 2, Artikel 53Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bahari, Akbar) ORCID (Wu, Sumei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09764-y
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Cognitive Processes; Difficulty Level; Instructional Improvement; Affordances; Instructional Effectiveness; Learning Strategies + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Unterrichtsqualität; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	A contemporary review (over a 10-year period) was conducted into studies that used computer-assisted language learning (CALL) strategies to learn a second language (L2) by considering the impact of cognitive load. Twelve affordances were identified that led to enhanced learning, namely, online annotations and glosses, captioning, digital game-based language learning, videoconferencing and video feedback, visualization-based learning approaches, online instructional content and features, online machine translation tools, online interactive collaborative learning, (meta)cognitive learning strategies argument mapping, computer-mediated dictionary assisted learning, and multiple display screens. Associated with these affordances were a number of conditions and learner characteristics that modified the effectiveness of the affordances such as L2 proficiency. Most learning strategies were used to reduce cognitive load, although a limited number fostered germane cognitive load through generative learning practices. A number of issues associated with measuring cognitive load, multimedia learning, and research designs are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01