Exploring Variability in Cognitive Load across Different Writing Modes
الموضوعات : Journal of Applied Linguistics Studies
Naser Danesh Pouya
1
,
Masood Siyyari
2
1 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
الکلمات المفتاحية: density, diversity, readability, task complexity, task conditions ,
ملخص المقالة :
This study examined the effect of cognitive load on L2 learners’ descriptive and expository essay writings reflected in their obtained readability indices by taking a mixed-method approach. Randomly selected 58 out of 83 intermediate to upper-intermediate EFL learners in three groups underwent varying methods of Topic-Only, Topic-plus Argument/Counter-argument, and Topic-plus Mechanics, followed by retrospective interviews. The writings were analyzed in terms of density, diversity, and syntactic complexity based on the certain variables. Following the research interventions, 12 (five boys and seven girls) participants, randomly selected, attended retrospective semi-structured interviews. ANCOVA results indicated that, unlike descriptive writings, expository ones virtually underwent significant changes, and learners’ attentions were highly affected. The results obtained in the quantitative writing analysis were consistent with the records in the interviews. The study revealed that participants performed better when they received either no or meta-cognitive supports. The results suggest that content support may decrease the load and facilitate linguistic encoding. The findings corroborate cognitive load theory and emphasize adopting sensitive measures to meet increasing task demands in writing tasks.
المصادر:
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Janssen, J., & Kirschner, P. A. (2020). Applying collaborative cognitive load theory to computer-supported collaborative learning: Towards a research agenda. Educational Technology Research and Development, 68(2), 783–805. https://doi.org/10.1007/s11423-019-09729-5
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Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors: The Journal of the Human Factors and Ergonomics Society, 40(1), 1–17. https://doi.org/10.1518/001872098779480587
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Kastaun, M., Meier, M., Küchemann, S., & Kuhn, J. (2021). Validation of cognitive load during inquiry-based learning with multimedia scaffolds using subjective measurement and eye movements. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.703857
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