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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Veröffentlicht in:	Educational psychology review Jg. 35; H. 2; S. 53
Hauptverfasser:	Bahari, Akbar, Wu, Sumei, Ayres, Paul
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	New York Springer US 01.06.2023 Springer Springer Nature B.V
Schlagworte:	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
Online-Zugang:	Volltext
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