Interactive effects of English proficiency and material presentation mode on english listening comprehension and cognitive load in mobile learning environment

Research output: Contribution to journalArticle

Abstract

The present study was to explore the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension and cognitive load in a mobile learning environment. The results revealed that (a) high English proficiency learners had significantly better English listening comprehension and lower intrinsic and extraneous load than low English proficiency learners; (b) both high and low English proficiency learners learning with dual channel had significantly better English listening comprehension; (c) for learners learning with single channel, low English proficiency learners had significantly higher extraneous load than high English proficiency learners; and (d) for low English proficiency learners, learners who learned with dual channel possessed significantly lower extraneous load than learners who learned with single channel.

Original languageEnglish
Pages (from-to)247-252
Number of pages6
JournalTurkish Online Journal of Educational Technology
Volume2017
Issue numberNovember Special Issue INTE
Publication statusPublished - 2017 Nov

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listening comprehension
learning environment
learning

Keywords

  • Cognitive load
  • English comprehension
  • English proficiency
  • Presentation mode

ASJC Scopus subject areas

  • Education

Cite this

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abstract = "The present study was to explore the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension and cognitive load in a mobile learning environment. The results revealed that (a) high English proficiency learners had significantly better English listening comprehension and lower intrinsic and extraneous load than low English proficiency learners; (b) both high and low English proficiency learners learning with dual channel had significantly better English listening comprehension; (c) for learners learning with single channel, low English proficiency learners had significantly higher extraneous load than high English proficiency learners; and (d) for low English proficiency learners, learners who learned with dual channel possessed significantly lower extraneous load than learners who learned with single channel.",
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AB - The present study was to explore the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension and cognitive load in a mobile learning environment. The results revealed that (a) high English proficiency learners had significantly better English listening comprehension and lower intrinsic and extraneous load than low English proficiency learners; (b) both high and low English proficiency learners learning with dual channel had significantly better English listening comprehension; (c) for learners learning with single channel, low English proficiency learners had significantly higher extraneous load than high English proficiency learners; and (d) for low English proficiency learners, learners who learned with dual channel possessed significantly lower extraneous load than learners who learned with single channel.

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