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ERIC Number: EJ1049424
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1449-5554
Does Multimedia Support Individual Differences?--EFL Learners' Listening Comprehension and Cognitive Load
Yang, Hui-Yu
Australasian Journal of Educational Technology, v30 n6 p699-713 2014
The present study examines how display model, English proficiency and cognitive preference affect English as a Foreign Language (EFL) learners' listening comprehension of authentic videos and cognitive load degree. EFL learners were randomly assigned to one of two groups. The control group received single coding and the experimental group received dual coding. The results show that the display model affects EFL learners' cognitive load and listening comprehension of CNN news. There is no interaction among English proficiency, cognitive preference and experimental conditions on the listening comprehension scores and cognitive load scale. Learners with a low aptitude for visual learning had poorer performance and a higher cognitive load than those with a high aptitude for visual learning. All learners, regardless of cognitive styles and level of English, benefited from dual coding. The dual-code display model thus seems to be effective in reducing EFL learners' cognitive load.
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A