30.3096, Diss: English; Cognitive Science: Monthon Kanokpermpoon: ''English reading-listening materials and learners’ information retention: an analysis of Cognitive Load Theory''

[The LINGUIST List]

LINGUIST List: Vol-30-3096. Mon Aug 12 2019. ISSN: 1069 - 4875.

Subject: 30.3096, Diss: English; Cognitive Science: Monthon Kanokpermpoon: ''English reading-listening materials and learners’ information retention: an analysis of Cognitive Load Theory''

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Date: Mon, 12 Aug 2019 14:50:50
From: Monthon Kanokpermpoon [monthon_litu at yahoo.com]
Subject: English reading-listening materials and learners’ information retention: an analysis of Cognitive Load Theory

 
Institution: Newcastle University 
Program: School of Education Communication & Language Sciences 
Dissertation Status: Completed 
Degree Date: 2019 

Author: Monthon Kanokpermpoon

Dissertation Title: English reading-listening materials and learners’
information retention: an analysis of Cognitive Load Theory 

Linguistic Field(s): Cognitive Science

Subject Language(s): English (eng)


Dissertation Director(s):
Prof Paul Seedhouse
Prof Martha Young-Scholten
Dr Clare Wright
Dr Elaine Lopez

Dissertation Abstract:

Cognitive Load Theory (CLT) derives from educational psychology and explains
how to design 
instructional materials for cognitive load learning and problem solving. It
examines how 
supportive cognitive load, e.g. integrated and modality tasks, results in
better learning than 
hindering cognitive load, e.g. split-attention and redundancy tasks. However,
very few studies 
have investigated cognitive load and working memory capacity, especially in
EFL cognitive 
load learning. This research, therefore, aims to bridge the gap in examining
the application of 
CLT in the design of EFL reading-listening materials and its effects on EFL
learners’ 
information retention and learning. 

Integrating CLT with Baddeley’s Working Memory (WM) model, this research
employed a 
mixed-methods approach, consisting of three experiments (WM tests, subjective
rating scales 
and semi-structured interviews) on two experimental groups of seventy-nine
Thai EFL 
undergraduate participants. CLT was employed as intervention effects of
supportive and 
hindering cognitive load, while the WM model acted as a platform for cognitive
processing, 
retention and recognition in EFL reading-listening learning. This supplied
both product and 
process understandings of EFL cognitive load learning and processing.

Findings of the study demonstrated that, from three experiments on reading,
listening and 
listening-reading, supportive cognitive load, i.e. integrated reading and
integrated listening, 
resulted in positive learning when compared with split-attention effects of
reading and listening, respectively. Positive retention effects were found on
integrated reading and modality listening-reading, compared with
split-attention reading and redundancy listening-reading, respectively. These
findings confirmed that CLT was applicable in the design of EFL integrated
reading and integrated listening for cognitive load learning, and integrated
reading and modality listening-reading for EFL information retention.

In terms of information retention, the best supportive cognitive load was
found on integrated 
reading, in that participants reported positive processing in subjective
ratings and in the semi-
structured interviews that they processed reading information little by
little, allowing them to 
think, understand and remember information efficiently. Modality
listening-reading was also 
found to support retention, in that a graphic summary was registered in the
visual channel of 
WM, which was explained by Dual Coding Theory in the interview analysis and
further 
confirmed in the recognition tests. However, the research found no
statistically significant 
differences in recognition between all supportive and hindering cognitive
load, suggesting that 
learners recognised learnt EFL information in their recognition memory.




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