Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning

By I-Jung Chen, Chi-Cheng Chang. 2017

106 citations recorded by the source corpus.

Abstract Introduction. This study explores the relationship among three variables—cognitive load, foreign language anxiety, and task performance. Cognitive load refers to the load imposed on working memory while performing a particular task. The authors hypothesized that anxiety consumes the resources of working memory, leaving less capacity for cognitive activities, and impeding effectiveness. Method. The participants were 88 non-English major students enrolled in a 4-year program at a technical university in Taiwan. The Foreign Language Classroom Anxiety Scale was em-ployed to examine their anxiety levels; the Cognitive Load Subject Rating Scale was utilized to measure their cognitive load while engaging in an English listening comprehension task. Results. The students with higher foreign language anxiety also incurred a higher cognitive load. Foreign language anxiety and cognitive load were in negative correlation with listening comprehension. Discussion. Learners who experience more anxiety incur a heavier cognitive load and receive lower test scores. To enhance learning effectiveness, instructors are encouraged to identify anxiety-provoking situations and provide a supportive learning environment so that the lear-ners can devote their complete working memory resources to the learning tasks.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

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