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Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning
Open accessAbstract
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.
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“The decrease in learning performance parallel to the increase in anxiety level can be explained by the shift of cognitive resources away from task-related processes toward anxiety-focused thoughts (Chen and Chang, 2009; Gullo et al., 2025).”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Chen and Chang, 2009
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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)
- 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
- diamond
- doi.org
- 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
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