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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2019.1
- 수록면
- 958 - 969 (12page)
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Recent studies in task-based research have increasingly implemented ways to measure cognitive load in order to ensure that the tasks that were intended to be more complex placed greater cognitive load onto the learner, which in turn would lead to systematic changes in outcome measures. This study aims to introduce a more objective, indirect measure of cognitive load: time-on-task. In this study, 42 native speakers of English carried out three types of oral tasks that each had three levels of task complexity, operationalized as the number of elements. Cognitive load was measured by learner self-ratings, prospective time estimations, the dual task methodology, and time-on-task. Results of a series of correlational analyses and repeated-measures ANOVA showed that time-on-task, which can further be divided into time-on-planning and time-on-speech, proved to be a valid measure of cognitive load.
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참고문헌 (17)
참고문헌 신청
Baralt, M. L. / 2013 / The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks / Studies of Second Language Acquisition 35:689~725
Brünken, R. / 2001 / Aufmerksamkeitsverteilung oder aufmerksamkeitsfokussierung? Empirische Ergebnisse zur"split-attention-hypothese"beim lernen mit multimedia [Split of attention or focusing of attention? Empirical results on the split-attention-hypothesis in multimedia learning] / Unterrichtswissenschaft 29:357~366
Brünken, R. / 2003 / Direct measurement of cognitive load in multimedia learning / Educational Psychologist 38(1):53~61
Gilabert, R. / 2009 / Manipulating cognitive complexity across task types and its impact on learners‟ interaction during oral performance / International Review of Applied Linguistics in Language Teaching 47(3?4):367~395
Kim, Y. / 2015 / The intersection of task-based interaction, task complexity, and working memory / Studies in Second Language Acquisition 37:549~581
Brünken, R. / 2001 / Aufmerksamkeitsverteilung oder aufmerksamkeitsfokussierung? Empirische Ergebnisse zur"split-attention-hypothese"beim lernen mit multimedia [Split of attention or focusing of attention? Empirical results on the split-attention-hypothesis in multimedia learning] / Unterrichtswissenschaft 29:357~366
Brünken, R. / 2003 / Direct measurement of cognitive load in multimedia learning / Educational Psychologist 38(1):53~61
Gilabert, R. / 2009 / Manipulating cognitive complexity across task types and its impact on learners‟ interaction during oral performance / International Review of Applied Linguistics in Language Teaching 47(3?4):367~395
Kim, Y. / 2015 / The intersection of task-based interaction, task complexity, and working memory / Studies in Second Language Acquisition 37:549~581
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