Is single or dual channel with different English proficiencies better for English listening comprehension, cognitive load and attitude in ubiquitous learning environment?

Chi-Cheng Chang, Kuo Hung Tseng, Ju Shih Tseng

Research output: Contribution to journalArticle

39 Citations (Scopus)

Abstract

The purpose of the present study was to examine the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension, cognitive load and learning attitude in a ubiquitous learning environment. An experimental learning activity was implemented using PDA as a learning tool to facilitate learning. A quasi-experimental design was employed with university students participating in the experiment. 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 and held more positive attitude toward the ubiquitous learning environment than learners learning with single channel; (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. The suggestions for educators and instructional designers were also discussed in the present study.

Original languageEnglish
Pages (from-to)2313-2321
Number of pages9
JournalComputers and Education
Volume57
Issue number4
DOIs
Publication statusPublished - 2011 Dec 1

Keywords

  • Media in education
  • Teaching/learning strategies

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

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