Literaturnachweis - Detailanzeige
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 |
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 |
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). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |