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|
|頁（從 - 到）||729-746|
|期刊||Electronic Journal of Research in Educational Psychology|
|出版狀態||已發佈 - 2009 九月 1|
ASJC Scopus subject areas
- Developmental and Educational Psychology