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

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 annot...

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Vydané v:	Educational psychology review Ročník 35; číslo 2; s. 53
Hlavní autori:	Bahari, Akbar, Wu, Sumei, Ayres, Paul
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	New York Springer US 01.06.2023 Springer Springer Nature B.V
Predmet:	Active Learning Affordances Attention Book publishing CAI Child and School Psychology Cognition Cognitive Ability Cognitive load Cognitive mapping Cognitive Measurement Cognitive Processes Collaborative learning Competence Computer & video games Computer Assisted Instruction Computer assisted language learning Computers Cooperative learning Design Requirements Difficulty Level Direct Instruction Discovery Learning Education Educational Psychology Feedback Instructional Design Instructional Effectiveness Instructional Improvement Instructional Materials Internet Language Language acquisition Learning Learning and Instruction Learning Processes Learning Strategies Long Term Memory Machine translation Mapping Memory Multimedia Multimedia Materials Research design Review Article Second Language Learning Short Term Memory Strategies Study and teaching Teaching methods Video conferencing Video Games Visualization United Kingdom Affordances Cognitive load theory (CLT) Multimedia learning Second language learning Computer-assisted language learning (CALL)
ISSN:	1040-726X, 1573-336X
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Popis
Shrnutí:	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.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1040-726X 1573-336X
DOI:	10.1007/s10648-023-09764-y