LINGUIST List 30.3096
Mon Aug 12 2019
Diss: English; Cognitive Science: Monthon Kanokpermpoon: ''English reading-listening materials and learners’ information retention: an analysis of Cognitive Load Theory''
Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>
Date: 09-Aug-2019
From: Monthon Kanokpermpoon <monthon_litu
yahoo.com>
Subject: English reading-listening materials and learners’ information retention: an analysis of Cognitive Load Theory
E-mail this message to a friend Institution: Newcastle University
Program: School of Education Communication & Language Sciences
Dissertation Status: Completed
Degree Date: 2019
Author: Monthon Kanokpermpoon
Dissertation Title: English reading-listening materials and learners’ information retention: an analysis of Cognitive Load Theory
Linguistic Field(s): Cognitive Science
Subject Language(s):
English (eng) Dissertation Director:
Prof Paul Seedhouse
Prof Martha Young-Scholten
Dr Clare Wright
Dr Elaine Lopez
Dissertation Abstract:
Cognitive Load Theory (CLT) derives from educational psychology and explains how to design
instructional materials for cognitive load learning and problem solving. It examines how
supportive cognitive load, e.g. integrated and modality tasks, results in better learning than
hindering cognitive load, e.g. split-attention and redundancy tasks. However, very few studies
have investigated cognitive load and working memory capacity, especially in EFL cognitive
load learning. This research, therefore, aims to bridge the gap in examining the application of
CLT in the design of EFL reading-listening materials and its effects on EFL learners’
information retention and learning.
Integrating CLT with Baddeley’s Working Memory (WM) model, this research employed a
mixed-methods approach, consisting of three experiments (WM tests, subjective rating scales
and semi-structured interviews) on two experimental groups of seventy-nine Thai EFL
undergraduate participants. CLT was employed as intervention effects of supportive and
hindering cognitive load, while the WM model acted as a platform for cognitive processing,
retention and recognition in EFL reading-listening learning. This supplied both product and
process understandings of EFL cognitive load learning and processing.
Findings of the study demonstrated that, from three experiments on reading, listening and
listening-reading, supportive cognitive load, i.e. integrated reading and integrated listening,
resulted in positive learning when compared with split-attention effects of reading and listening, respectively. Positive retention effects were found on integrated reading and modality listening-reading, compared with split-attention reading and redundancy listening-reading, respectively. These findings confirmed that CLT was applicable in the design of EFL integrated reading and integrated listening for cognitive load learning, and integrated reading and modality listening-reading for EFL information retention.
In terms of information retention, the best supportive cognitive load was found on integrated
reading, in that participants reported positive processing in subjective ratings and in the semi-
structured interviews that they processed reading information little by little, allowing them to
think, understand and remember information efficiently. Modality listening-reading was also
found to support retention, in that a graphic summary was registered in the visual channel of
WM, which was explained by Dual Coding Theory in the interview analysis and further
confirmed in the recognition tests. However, the research found no statistically significant
differences in recognition between all supportive and hindering cognitive load, suggesting that
learners recognised learnt EFL information in their recognition memory.
Page Updated: 12-Aug-2019