Lecture Notes in Education
Psychology and Public Media

Mobile Assisted Language Learning: Cognitive Load and Task Motivation

Author

Luo Lan * 1

1 School of European-American Languages & Culture, Guangxi University of Foreign Languages

Corresponding Author

Luo Lan

Keywords

task motivation, cognitive load, mobile assisted language learning

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.

Citation

Luo Lan. Mobile Assisted Language Learning: Cognitive Load and Task Motivation. LNEP (2021) LNEP ICEIPI 2021: 52-57. DOI: 10.54254/lnep.iceipi.2021161.

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.

Copyright © 2021 Eliwise Academy. Unless Otherwise Stated