CoChat
Sign Up
Cited by 144EFL/ESL Teaching and LearningSecond Language Acquisition and LearningCommunication in Education and Healthcare

The DOI matches its Crossref record, with a small difference in title or year; 40 of the 42 references it cites were found in a registry or an index.

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

Open access
Chen, I-Jung, Chang, Chi-Cheng·2017·Electronic Journal of Research in Education Psychology
DOI 10.25115/ejrep.v7i18.1369
Open this paper in CoChat — free accountOpen PDF

Abstract

Introducción. Este estudio explora la relación entre tres variables: carga cognitiva, ansiedad hacia el idioma extranjero (IE) y, rendimiento en las tareas. La carga cognitiva hace referencia a la carga que lleva la memoria de trabajo mientras se realiza una tarea en específico. Los autores mantienen la hipótesis de que la ansiedad resta recursos a la memoria de trabajo, dejando reducida capacidad para las actividades cognitivas, e impidiendo así la eficacia.Método. Los participantes fueron 88 estudiantes matriculados en carreras de cuatro años en una universidad técnica de Taiwán. Estudiantes de filología inglesa fueron excluidos. La Foreign Language Classroom Anxiety Scale [Escala de ansiedad en el aula de idioma extranjero] se utilizó para evaluar sus niveles de ansiedad; la Cognitive Load Subjective Rating Scale [Escala para el baremo subjetivo de la carga cognitiva] se utilizó para medir la carga cognitiva mientras realizaban una tarea de comprensión oral en inglés.Resultados. Los estudiantes con mayor ansiedad hacia el idioma extranjero también incurrían en una mayor carga cognitiva. La ansiedad hacia el IE y la carga cognitiva presentaban una correlación negativa con la comprensión oral.Discusión. Los aprendices que sufren más ansiedad incurren en una mayor carga cognitiva y consiguen peores resultados en sus exámenes. Para favorecer la eficacia del aprendizaje, se recomienda a los docentes que identifiquen las situaciones que provoquen ansiedad y que creen un ambiente de apoyo en el aprendizaje, lo que permitiría que los aprendices dedicasen los recursos de la memoria de trabajo totalmente a las tareas de aprendizaje.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.25115/ejrep.v7i18.1369

Cites

40 of 40 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 42 references

Research works printed but not linked: 5

  1. Osborne, J. (2006). Gender, stereotype threat, and anxiety: Psychophysiological and cognitive evidence. Electronic Journal of Research in Educational Psychology, 4(1), 109-138.
  2. Rost, M. (1994). Introducing listening. London : Penguin.
  3. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.
  4. Sweller, J. (2007). Keynote address: Cognitive load. Paper presented at the Symposium on Cognitive Load: Theory and Applications. Fo Guang University, Yilan, Taiwan.
  5. Tercanlioglu, L. (2005). Pre-service EFL teachers' beliefs about foreign language learning and how they relate to gender. Electronic Journal of Research in Educational Psychology, 3(1), 145-162.

Cited by

Sorted by citations

Related

See all

Metadata

Authors
Chen, I.-J., & Chang, C.-C.
Affiliations
  • Takming University of Science and Technology (TW)
  • National Taiwan Normal University (TW)
ORCID
Chang, Chi-Cheng
Venue
Electronic Journal of Research in Education Psychology
Publisher
Editorial Universidad de Almeria
Published
2017-11-13
Volume
7
Issue
18
ISSN
1696-2095 (ISSN-L)
DOI
10.25115/ejrep.v7i18.1369
OpenAlex
W2144839322
Cited by
144
References
42
Citations by year
2026: 8 · 2025: 27 · 2024: 11 · 2023: 9 · 2022: 12 · 2021: 15 · 2020: 6 · 2019: 6 · 2018: 9 · 2017: 8
FWCI
46.02
Type
journal article
Language
es
Open access
Locations
  • Electronic Journal of Research in Educational Psychology (publishedVersion)
  • LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
  • Repositorio de Patentes de la Universidad de Almería (Universidad de Almería) (submittedVersion, other-oa)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
Keywords
cognitive load theory, foreign language classroom anxiety, working memory, task performance, oral comprehension, English as a foreign language, university students, learning support environment

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review