Teoría de Carga Cognitiva: Un estudio empírico de la ansiedad y la ejecución de tareas en el aprendizaje de idiomas

I. Jung Chen, Chi Cheng Chang

研究成果: 雜誌貢獻期刊論文同行評審

44 引文 斯高帕斯(Scopus)

摘要

Introduction: This study explores the relationship among three variables-cognitive load, foreign language anxiety, and task performance. Cognitive load refers to the load imposed on working memory while performing a particular task. The authors hypothesized that anxiety consumes the resources of working memory, leaving less capacity for cognitive activities, and impeding effectiveness. Method: The participants were 88 non-English major students enrolled in a 4-year program at a technical university in Taiwan. The Foreign Language Classroom Anxiety Scale was employed to examine their anxiety levels; the Cognitive Load Subject Rating Scale was utilized to measure their cognitive load while engaging in an English listening comprehension task. Results: The students with higher foreign language anxiety also incurred a higher cognitive load. Foreign language anxiety and cognitive load were in negative correlation with listening comprehension. Discussion: Learners who experience more anxiety incur a heavier cognitive load and receive lower test scores. To enhance learning effectiveness, instructors are encouraged to identify anxiety-provoking situations and provide a supportive learning environment so that the learners can devote their complete working memory resources to the learning tasks.

貢獻的翻譯標題Cognitive load theory: An empirical study of anxiety and task performance in language learning
原文西班牙語
頁(從 - 到)729-746
頁數18
期刊Electronic Journal of Research in Educational Psychology
7
發行號2
出版狀態已發佈 - 2009 九月 1

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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