Awareness of Cognitive load theory among expert and novice language teachers | ||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||
| Article 15, Volume 36, 174ج3, July 2017, Pages 783-805 PDF (305.58 K) | ||
| Document Type: بحوث فی مجال المناهج وطرق التدریس | ||
| DOI: 10.21608/jsrep.2017.98747 | ||
| Authors | ||
| خلف الديب عثمان محمد1; Hany Ibrahim Musa2 | ||
| 1أستاذ المناهج وطرق تدريس اللغة العربية المساعد کلية التربية بالقاهرة -جامعة الأزهر | ||
| 2Associate Prof. of Foreign Language Education, Al-Azhar University, Cairo | ||
| Abstract | ||
| This study investigated the awareness of the concept of cognitive load among a group of 194 language teachers of Arabic, English and French in Egypt. It tried to investigate the teachers' knowledge of the Cognitive Load Theory, their practices linked to that concept ; their attitudes towards it and whether gender, type of language and experience make any difference in the teachers' awareness. By using an online scale and interviews, teachers showed limited knowledge of the theory of cognitive load and that language type, experience or gender made no difference in their actual practices in class. Despite that, teachers' levels of attitudes towards the concept and its related activities came high. The study ended with some conclusions and suggestions for further research. | ||
| Keywords | ||
| Cognitive Load; Teacher Preparation Programmes; Continuous Professional Development; Teacher Awareness | ||
| References | ||
|
Andrews, S. (2007). Researching and developing teacher language awareness. International handbook of English language teaching, 945-959.
Andrews, S. (2007). Teacher language awareness. Cambridge University Press.
Andrews, S. and Svaleberg, A. (2016). Teacher Language Awareness. In J. Cenoz et al. (eds.), Language Awareness and Multilingualism, Encyclopedia of Language and Education, Springer International Publishing AG
Bartels, N. (ed.) (2005a). Applied linguistics and language teacher education. New York: Springer.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?. Computers in Human Behavior, 25(2), 315-324.
Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW. Retrieved from http://dwb4.unl.edu/Diss/Cooper/UNSW.htm
de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38, 105-34.
Dornyei, Z., 2007. Research Methods in Applied Linguistics. OUP, Oxford.
Ellis, R. (2005). Principles of instructed language learning. System, 33, 209–24.
Ellis, R., 2006. Current issues on the teaching of grammar: an SLA perspective. TESOL Quarterly 40 (1), 83–107.
Feng, C. C. (2011). The cooperative classroom: Scaffolding EFL elementary learners English literacies through the picture word inductive model---the journey of three teachers in Taiwan. University of Toronto (Canada). ProQuest Dissertations and Theses. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/27578/1/Feng_Chingchao_20110 3_PhD_thesis.pdf
Feldon, D. F. (2010). Why magic bullets don’t work. Change: The Magazine of Higher Learning, 42(2), 15-21.
Freeman, D., 2002. The hidden side of the work: teacher knowledge and learning to teach. Language Teaching 35, 1–13.
Leahy, W., & Sweller, J. (2004). Cognitive load and the imagination effect. Applied cognitive psychology, 18(7), 857-875.
Lindahl, K. M. (2013). Exploring an invisible medium: Teacher language awareness among preservice K12 educators of English language learners. The University of Utah.
Mayer, R. E., & Moreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. Cognitive load theory, 132.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), 1-4.
Phipps, S., Borg, S., 2007. Exploring the relationship between teachers’ beliefs and their classroom practice. The Teacher Trainer 21 (3),17–19.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.
Sweller, J. (2005). The redundancy principle. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 159–167). New York: Cambridge University Press.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review, 22(2), 123-138.
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.
Wilson, S. M., Floden, R. E. and Ferrini-Mundy, J. (2001). Teacher preparationresearch: Current knowledge, gaps, and recommendations: A research report prepared for the US Department of Education. Seattle, WA: Centerfor the Study of Teaching and Policy.
Torcasio, S., & Sweller, J. (2010). The use of illustrations when learning to read: A cognitive load theory approach. Applied Cognitive Psychology, 24(5), 659-672.
Thornbury, S. (1997). About language. Cambridge: Cambridge University Press. | ||
|
Statistics Article View: 160 PDF Download: 378 |
||
