Performance, cognitive load, and behaviour of technology‐assisted English listening learning: From CALL to MALL.
Abstract: This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer‐assisted learning. An experimental design, employing a pretest‐posttest control group is employed. Randomly assigned foreign la...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 2; pp. 105 - 115 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128312176&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128312176 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2018 vid: 34 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 128312176 128312176 128312176 10.1111/jcal.12218 128312176 ppf: 105 ppct: 10 formats: tig: atl: Performance, cognitive load, and behaviour of technology‐assisted English listening learning: From CALL to MALL. aug: au: Chang, Chi‐Cheng Warden, Clyde A. Liang, Chaoyun Chou, Pao‐Nan affil: Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taiwan sug: subj: Listening English as a Second Language Education Cognition Mobile Applications Human Learning Methods Learning Environment Multivariate Statistics Pearson's Correlation Coefficient Taiwan Students, Undergraduate Taiwan Female Male Experimental Studies P-Value Pretest-Posttest Design Questionnaires Factor Analysis Natural Environment Female Male ab: Abstract: This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer‐assisted learning. An experimental design, employing a pretest‐posttest control group is employed. Randomly assigned foreign language university majors joined either the experimental group (outdoor ubiquitous learning), with 80 participants (26 males and 54 females), or a control group (indoor computer‐assisted learning), with 80 participants (27 males and 53 females). The experiment lasted 3 weeks. Both groups were administered a test of English listening proficiency before and after the experiment along with a questionnaire of cognitive load postexperiment. Prior English listening proficiency forms a covariate for the multivariate analysis of covariance. Results show (a) students in the experimental group exhibit significantly better English listening comprehension after the experiment compared to the control group; (b) students in the experimental group reported significantly lower cognitive load than the control group; (c) English listening comprehension and cognitive load exhibited a statistically significant negative relationship; and (d) outdoor ubiquitous learning enhanced self‐reported learning interests and interactions more than indoor computer‐assisted learning. Contributions and significances of this study are presented based on these results. Finally, implications for teaching practices are proposed. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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