Comparison of input modes: L2 comprehension and cognitive load

Year 2022, Volume: 9 Issue: 6, 173 - 191, 01.11.2022

Ceyhun Karabıyık , Sezen Arslan , Nurdan Kavaklı

https://doi.org/10.17275/per.22.134.9.6

Cited By: 1

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 (audio group), English audio with video (video + audio group), English captions with video (video + text group), and English audio with video and captions (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 (ANOVA) were conducted to determine the effects of different modes of presentation on participants’ learning performance and cognitive load. Moreover, Tukey Honestly Significant Difference (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 (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

Supporting Institution

None

Project Number

None

Thanks

None

References

• Aldera, A. S., & Mohsen, M. A. (2013). Annotations in captioned animation: Effects on vocabulary learning and listening skills. Computers & Education, 68, 60–75. https://doi.org/10.1016/j.compedu.2013.04.018
• Anmarkrud, Ø., Andresen, A., & Braten, I. (2019). Cognitive load and working memory in multimedia earning: Conceptual and measurement issues. Educational Psychologist, 54(2), 61-83, https://doi.org/10.1080/00461520.2018.1554484
• Ari, F., Flores, R., İnan, F. A., Cheon, C., Crooks, S. M., Paniukov, & Kurucay, M. (2014). The effects of verbally redundant information on student learning: An instance of reverse redundancy. Computers & Education, 76, 199-204.
• Başal, A., Gülözer, K., & Demir, İ. (2015). Use of video and audio texts in EFL listening test. Journal of Education and Training Studies, 3(6). https://doi.org/10.11114/jets.v3i6.1001
• Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38(1), 53-61. https://doi.org/10.1207/S15326985EP3801_7
• Brünken, R., Seufert, T., & Pass, F. (2010). Measuring cognitive load. In J. L. Pass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 181–202). New York, NY: Cambridge University Press.
• Butcher, K. R. (2014). The multimedia principle. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 174–205). Cambridge: Cambridge University Press. https://doi.org/10.1017/ CBO9781139547369.010.
• Cairncross, S., & Mannion, M. (2001). Interactive multimedia and learning: Realizing the benefits. Innovations in Education and Teaching International, 38(2), 156-164. https://doi.org/10.1080/14703290110035428
• Chan, C., Lei, W., & Lena, X. (2014). A study of video effects on English listening comprehension. Studies in Literature and Language, 8(2), 53-58. https://doi.org/10.3968/4348
• Chen, J. (2018). KR-20, in B. B. Frey, (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 932-936). London: Sage.
• Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., & Xie, H. (2019). Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning. Computers & Education, 140, 103602. https://doi.org/10.1016/j.compedu.2019.103602
• Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H., & Tsai, C. C. (2020). Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 1–31. https://doi.org/10.1080/09588221.2019.1704787
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
• de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38, 105–134. https://doi.org/10.1007/s11251-009-9110-0
• De Westelinck, K., Valcke, M., De Craene, B., & Kirschner, P. (2005). Multimedia learning in social sciences: limitations of external graphical representations. Computers and Human Behavior, 21(4), 555-573. https://doi.org/10.1016/j.chb.2004.10.030
• Felek-Başaran, H. (2011). The effects of captioning on EFL learners’ listening comprehension: an investigative study with intermediate level university prep-school students (Publication No. - 278409). [Master’s thesis, Eskişehir Anadolu University]. Council of Higher Education Thesis Center.
• Goeman, K., De Grez, L., & Deschacht, N. (2021). Fostering Learning from Instructional Video: Effect of Subtitle Language on Content Recall. Journal of Educational Multimedia and Hypermedia, 30(3), 233-255.
• Hayati, A., & Mohmedi, F. (2011). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181–192. https://doi.org/10.1111/j.1467-8535.2009.01004.x
• Hsu, C. K., Hwang, G. J., Chang, Y. T., & Chang, C. K. (2013). Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices. Educational Technology & Society, 16(1), 403–414.
• İnceçay, V., & Koçoğlu, Z. (2017). Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners. Education and Information Technologies, 22(3), 901–916. https://doi.org/10.1007/s10639-016-9463-3
• Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351–371.
• Kalyuga, S., & Sweller, J. (2014). The redundancy principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 247–262). Cambridge University Press.
• Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01997
• Kruger, J. L., & Steyn, F. (2014). Subtitles and eye tracking: Reading and performance. Reading Research Quarterly, 49(1), 105–120.
• Kruger, J.-L., Hefer, E., & Matthew, G. (2014). Attention distribution and cognitive load in a subtitled Academic lecture: L1 vs. L2. Journal of Eye Movement Research, 7(5), 1-15. https://doi.org/10.16910/jemr.7.5.4
• Kvitnes, I. E. N. (2011). Subtitles in the second language classroom. [Master’s thesis, Norwegian University of Science and Technology]. Retrieved from https://www.ntnu.edu/documents/38274309/40279009/Ingrid+Elisabeth+Nufsfjord+Kvitnes+Master.pdf/5d0bb5fe-b010-479e-90e2-5939766aa2ac
• Lee, H., & Mayer, R. E. (2015). Visual aids to learning in a second language: Adding redundant video to an audio lecture. Applied Cognitive Psychology, 29(3), 445–454. https://doi.org/10.1002/acp.3123
• Lee, H., & Mayer, R. E. (2018). Fostering learning from instructional video in a second language. Applied Cognitive Psychology, 32(5), 648–654. https://doi.org/10.1002/acp.3436
• Lin, J. J., Lee, Y. H., Wang, D. Y., & Lin, S. S. (2016). Reading subtitles and taking enotes while learning scientific materials in a multimedia environment: Cognitive load perspectives on EFL students. Journal of Educational Technology & Society, 19(4), 47–58.
• Liu, Y., Jang, B. G., & Roy-Campbell, Z. (2018). Optimum input mode in the modality and redundancy principles for university ESL students' multimedia learning. Computers & Education, 127, 190-200. https://doi.org/10.1016/j.compedu.2018.08.025
• Low, R., & Sweller, J. (2014). The modality principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 227–246). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.012
• Lyons, D. (2017, July 26). How many people speak English, and where is it spoken? Babbel Magazine. https://bit.ly/3sg9RU7
• Martin, S. (2014). Measuring cognitive load and cognition: Metrics for technology-enhanced learning. Educational Research and Evaluation, 20(7-8), 592-621, https://doi.org/10.1080/13803611.2014.997140
• Matthew, G. (2020). The effect of adding same-language subtitles to recorded lectures for non-native, English speakers in e-learning environments. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2340
• Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19. https://doi.org/10.1207/s15326985ep3201_1
• Mayer, R. E. (Ed.). (2009). Multimedia learning. (2nd ed.). Cambridge University Press.
• Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005
• Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp.279-315). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.015
• Mayer, R. E., Lee, H., & Peebles, A. (2014). Multimedia Learning in a Second Language: A Cognitive Load Perspective. Applied Cognitive Psychology, 28, 653–660. https://doi.org/10.1002/acp.3050
• Mayer, R. E., & Pilegard, C. (2014). Principles for managing essential processing in multimedia learning: Segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 316–344). Cambridge University Press.
• Mirzaei, M. S., Meshgi, K., Akita, Y., & Kawahara, T. (2017). Partial and synchronized captioning: A new tool to assist learners in developing second language listening skill. ReCALL, 29(2), 178–199. https://doi.org/10.1017/s0958344017000039
• Montero-Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18(1), 118–141.
• National Geographic (2019, August, 8). The Harp Seal's Race Against Time - Ep. 5 | Wildlife: The Big Freeze [Video]. https://youtu.be/BF2TZq-ntRQ
• Özgen, M. (2008). The use of authentic captioned video as listening comprehension material in English language teaching (Publication No. -218777). [Master’s thesis, Konya Selçuk Universirty]. Council of Higher Education Thesis Center.
• Paas, F. G. W. C. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429-434.
• Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1, 1-4), https://doi.org/10.1207/S15326985EP3801_1
• Plass, J., & Jones , L. C. (2005). Multimedia Learning in Second Language Acquisition. In R. E. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 467–488). Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.030
• Ploetzner,R., Fillisch, B., Gewald, P.A., & Ruf, T. (2016.) The role of student-generated externalizations in strategic multimedia learning and how current (web-)technology fails to support learner engagement. Interactive Learning Environments, 24(7), 1610-1628, https://doi.org/10.1080/10494820.2015.1041401
• Sarem, S. N., & Marashi, H. (2020). The impact of input modality and sensory mode on Iranian intermediate EFL learners’ listening comprehension. Journal of Language and Translation, 10(1), 133-153.
• Schmeck, A., Opfermann, M., Van Gog, T., Paas, F., & Leutner, D. (2015). Measuring cognitive load with subjective rating scales during problem solving: Differences between immediate and delayed ratings. Instructional Science, 43(1), 93–114. https://doi.org/10.1007/s11251-014-9328-3
• Şendurur, E., Doğusoy, B., & Yondemir-Çalişkan, N. (2020). Investigation of non-native learners’ informal learning processes from cognitive-load theory perspective. Interactive Learning Environments, 28(1), 95–106. https://doi.org/10.1080/10494820.2018.1517096
• Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
• Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233. https://doi.org/10.1207/s1532690xci1203_1
• Sweller, J., van Merrienboer, J.J.G., & Paas, F.G.W.C. (1998). Cognitive architecture and instructional design. Educational Psychology Review 10, 251–296. https://doi.org/10.1023/A:1022193728205
• Syodorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), 50–73.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Pearson.
• Taşdemir, M. S. (2018). The effect of visual support on listening comprehension in Turkish elementary EFL learners. Turkish Online Journal of English Language Teaching (TOJELT), 3(3), 111-127.
• Wang, X., & Tragant, E. (2019). The effect of written text on comprehension of spoken English as a foreign language: A replication study. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2018-0350
• Winke, P., Gass, S., & Syodorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65–86.
• Yang, H. Y. (2014). Does multimedia support individual differences? – EFL learners’ listening comprehension and cognitive load. Australasian Journal of Educational Technology, 30(6). https://doi.org/10.14742/ajet.639
• Zhang, R., & Zou, D. (2021). A state-of-the-art review of the modes and effectiveness of multimedia input for second and Foreign Language Learning. Computer Assisted Language Learning, 1–27. https://doi.org/10.1080/09588221.2021.1896555