Comparison of input modes: L2 comprehension and cognitive load

Authors : Ceyhun KARABIYIK, Sezen ARSLAN, Nurdan KAVAKLI

Pages : 173-191

Doi:10.17275/per.22.134.9.6

View : 33 | Download : 24

Publication Date : 2022-11-01

Article Type : Research Paper

Abstract :The current study investigated L2-based assumptions of the Cognitive Theory of Multimedia Learning and Cognitive Load Theory for the multimedia, modality, and redundancy principles. In this non-equivalent groups quasi-experimental design study, four groups of Turkish-speaking teacher trainees of the English language received a 12-minute non-paced lesson on harp seal pups that included English audio insert ignore into journalissuearticles values(audio group);, English audio with video insert ignore into journalissuearticles values(video + audio group);, English captions with video insert ignore into journalissuearticles values(video + text group);, and English audio with video and captions insert ignore into journalissuearticles values(video + audio + text group);. A comprehension test as well as measures for difficulty and effort rating were used to collect data. One-way between-groups analyses of variance insert ignore into journalissuearticles values(ANOVA); were conducted to determine the effects of different modes of presentation on participants’ learning performance and cognitive load. Moreover, Tukey Honestly Significant Difference insert ignore into journalissuearticles values(HSD); tests were performed to determine the groups that differed from each other. The findings showed that the video + audio group performed better and reported less difficulty and effort expenditure in the foreign/second language insert ignore into journalissuearticles values(L2); listening comprehension task than the audio-only group. On the other hand, the video + text and video + audio groups did not differ with respect to comprehension, difficulty, and effort expenditure. Lastly, while the video + audio + text and video + audio groups performed equally well in the comprehension task, the video + audio + text group reported less difficulty and effort than the video + audio group. The results and possible venues for further research were discussed.
Keywords : multimedia learning, L2 listening comprehension, cognitive load, instructional video