Lecture Notes in Education Psychology and Public Media
- The Open Access Proceedings Series for Conferences
Lecture Notes in Education Psychology and Public Media
Vol. 1, 26 December 2021
Open
Access | Article
Mobile Assisted Language Learning: Cognitive Load and Task Motivation
* Author to whom correspondence should be addressed.
Abstract
This study explores the relationship between cognitive load and task motivation of three listening-based tasks via mobile assisted language learning (MALL). The investigation was conducted with 65 English language learners in three WeChat groups in China. A cognitive load questionnaire and a task motivation questionnaire were administered to the participants. Using a quantitative method approach to the study, we have found that the participants’ perceived low cognitive load did not necessarily have an inverse relationship with task motivation, which depended on the germane cognitive load and a balance between the intrinsic and extraneous cognitive load. Only when there was a certain amount of germane load and intrinsic cognitive load, and the amount of the intrinsic and the extraneous cognitive load was in a balance, was the task motivation predictable. This study can shed light on task designers and future research to plan and integrate a mobile language learning pedagogical framework.
Keywords
task motivation, cognitive load, mobile assisted language learning
References
1. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation: Arnold.
2. Petrides, J. R. (2006). Attitudes and motivation and their impact on the performance of young English as a foreign language learners. Journal of language and learning, 5(1), 1-20.
3. Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
4. Dörnyei, Z., & Schmidt, R. (2001). Motivation and second language acquisition (Vol. 23): Natl Foreign Lg Resource Ctr.
5. Poupore, G. (2014). The Influence of Content on Adult L2 Learners' Task Motivation: An Interest Theory Perspective. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 17(2), 69-90.
6. Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load: John Wiley & Sons.
7. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.
8. Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. In: Elsevier.
9. Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. In: Elsevier.
10. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14.
11. Cheng, K.-H. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4).
12. Knowles, L. (2008). Recursive hierarchical recognition: A brain-based theory of language learning. Paper presented at the FEELTA/NATE Conference Proceedings.
13. Galy, E., & Mélan, C. (2013). Interactions between cognitive load factors on working memory performance in laboratory and field studies. Working Memory: Developmental Differences, Component Processes and Improvement Mechanisms, 97-114.
14. Stiller, K. D., & Bachmaier, R. (2018). Cognitive loads in a distance training for trainee teachers. Paper presented at the Frontiers in Education.
15. Burns, A. C., & Gentry, J. W. (1998). Motivating students to engage in experiential learning: a tension-to-learn theory. Simulation & Gaming, 29(2), 133-151.
16. Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309.
17. Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. Paper presented at the 11th World Conference on Mobile and Contextual Learning.
18. Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in psychology, 8, 1997.
19. Kline, R. B. (2015). Principles and practice of structural equation modeling: Guilford publications.
20. Cook, D. A., Castillo, R. M., Gas, B., & Artino Jr, A. R. (2017). Measuring achievement goal motivation, mindsets and cognitive load: Validation of three instruments’ scores. Medical education, 51(10), 1061-1074.
21. Costley, J., & Lange, C. (2018). The moderating effects of group work on the relationship between motivation and cognitive load. The International Review of Research in Open and Distributed Learning, 19(1).
22. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.
23. Van Merriënboer, J. J., & Sweller, J. (2010). Cognitive load theory in health professional education: design principles and strategies. Medical education, 44(1), 85-93.
Data Availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open Access Instruction).
- Volume Title
- Proceedings of the 2nd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2021), Part 1
- ISBN (Print)
- 978-1-915371-00-3
- ISBN (Online)
- 978-1-915371-01-0
- Published Date
- 26 December 2021
- Series
- Lecture Notes in Education Psychology and Public Media
- ISSN (Print)
- 2753-7048
- ISSN (Online)
- 2753-7056
- DOI
- 10.54254/2753-7048/1/ICEIPI_161
- Copyright
- © 2023 The Author(s)
- Open Access
- This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited