The effects of response modes and cues on language learning, cognitive load and self-efficacy beliefs in web-based learning

Ching-Huei Chen, Kun Huang

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

An experiment was conducted to examine how different response modes for practice questions and the presence or absence of cues influenced students' self-efficacy beliefs, perceived cognitive load, and performance in language re- call and recognition tasks. One hundred fifty-seven 6th grade students were randomly assigned to one of four conditions: 1) MC (multiple-choice only), 2) MC-C (multiple-choice with cues), 3) CR (constructed-responses only), or 4) CR-C (constructed-responses with cues). The results indicated that students who practiced with constructed-response questions performed better in recalling and recognizing English vocabulary, and reported higher self-efficacy beliefs than those who practiced with multiple-choice questions. This finding adds to our knowledge that constructed-response questions might have helped to increase the students' confidence in learning the materials. The findings also indicated that the presence of cues improved students' per-formance in recall and recognition tasks, and increased their self-efficacy toward learning the materials. In addition, the study extends our understanding about the influence of different response modes and cues on students' perceived cognitive load in web-based language learning.

Original languageEnglish
Pages (from-to)117-134
Number of pages18
JournalJournal of Educational Multimedia and Hypermedia
Volume23
Issue number2
Publication statusPublished - 2014 Jan 1

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cognitive learning
self-efficacy
Students
language
learning
student
vocabulary
school grade
confidence
experiment
performance

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Cite this

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