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A Study on EFL Instructional Design from the Perspective of Cognitive Load Theory

Chunying Zhu

Abstract


Cognitive load is commonly defined as the amount of mental effort that performing a specific task imposes on a learner’s cognitive system. For EFL learners, with their limited English proficiency and cultural immersion, always find it overwhelming to comprehend a content lesson delivered in English. Cognitive load theory draws on an understanding of human cognitive
architecture to provide explanations for why certain designs of multimedia educational materials are effective and why some are
not. This study evaluated the split-attention and redundancy principles in an Intensive Reading lesson for non-English majored
students and their potential to decrease mental effort and increase learning.

Keywords


Cognitive Load theory; Instructional design; Cognitive load effects

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References


[1] Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8(4), 293–332.

[2] Leppink J., Paas F. Cees P. M. et al. (2013) Development of an instrument for measuring different types of cognitive load, Behav Res 45:1058–1072

[3] Mayer, R. E. (2014a). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, (2nd ed., p. 43-71).New York, NY: Cambridge University Press.

[4] Paas F., Renkl A.& Sweller, J. (2003)Cognitive Load Theory and Instructional Design: Recent Developments, Educational Psychologist, 38(1), 1–4

[5] Paas, F., & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. The Cambridge handbook of multimedia learning, Cambridge University Press, Cambridge, 27-42

[6] Sweller, J. (1988). Cognitive load during problem solving: effects on learning. Cognitive Science, 12, 275–285.

[7] Sweller, J.(1994). Cognitive Load Theory, Learning Difficulty, and Instructional Design, Learning and Instruction, 4, 293-312.




DOI: http://dx.doi.org/10.18686/ahe.v6i15.5187

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