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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Bibliographic Details
Published in:Educational psychology review Vol. 35; no. 2; p. 53
Main Authors: Bahari, Akbar, Wu, Sumei, Ayres, Paul
Format: Journal Article
Language:English
Published: New York Springer US 01.06.2023
Springer
Springer Nature B.V
Subjects:
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 Access:Get full text
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Summary: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.
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ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-023-09764-y