Effects of Text, Audio, and Learner Control on the Text-Sound Association and Cognitive Load of Learners of English as a Foreign Language

• In Event: Instructional Technology SIG Paper Session: Cognition, Metacognition, and Multimedia Design

Abstract

The study investigated the use of learner control over an audio sequence presented concurrently with equivalent onscreen text and their effects on the association of visual and aural forms of words and cognitive load experienced by learners of English as a foreign language, in the context of a computer-based multimedia instructional program. A total of 200 college students were randomly assigned to six experimental conditions in a 2x3 factorial design, including level of learner control (learner-controlled vs. non-learner-controlled) and format of presentation of information (audio vs. audio + full subtitles vs. audio + keywords) as between-subjects factors. Participants in the audio + keywords condition significantly outperformed those in the audio-only condition on a transfer test.

Authors

• Ana M. Enciso, Autonomous University of Zacatecas

• Brian C. Nelson, Arizona State University