Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/99370
標題: Performance, cognitive load, and behaviour of technology‐assisted English listening learning: From CALL to MALL
作者: Chi‐Cheng Chang
Clyde A. Warden
Chaoyun Liang
關鍵字: cognitive load
English listening
technology‐assisted learning
ubiquitous learning
u‐Learning
摘要: 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.
URI: http://hdl.handle.net/11455/99370
文章連結: https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12218
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