Arab World English Journal (AWEJ) Volume 11. Number4  December 2020                                    Pp.110-127
DOI: https://dx.doi.org/10.24093/awej/vol11no4.8

 Full Paper PDF

 

 

Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some
Algerian University Teachers of English

 

Houichi Asma
Department of English, Abd El Hamid Ibn Badis University (DSPM Lab)
Mostaganem, Algeria 

Sarnou Dallel
Department of English, Abd El Hamid Ibn Badis University (DSPM Lab)
Mostaganem, Algeria

 

 

 

Abstract:
Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers’ awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.
Keywords: cognitive load theory, EFL Algerian University teachers, human cognitive architecture, instructional design, instructional design techniques

Cite as: Houichi, A., & Sarnou, D.  (2020). Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English.  Arab World English Journal11 (4) 110-127.
DOI: https://dx.doi.org/10.24093/awej/vol11no4.8

References

Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of learning and motivation, 2(4), 89-195.

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8(4), 293-332.

Chandler, P., & Sweller, J. (1992). The split‐attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62(2), 233-246.

Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. United States of America: John Wiley & Sons.

Diao, Y., & Sweller, J. (2007). Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations. Learning and instruction, 17(1), 78-88.

Kalyuga, S. (2010). Schema acquisition and sources of cognitive load.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.

Luke, A. (2014). On explicit and direct instruction. Australian Literacy Association Hot Topics, 1-4.

Mayer, R. E., & Moreno, R. E. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning.

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological review, 63(2), 81.

Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of educational psychology, 87(2), 319.

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), 1-4.

Pachman, M., Sweller, J., & Kalyuga, S. (2013). Levels of knowledge and deliberate practice. Journal of experimental psychology: Applied, 19(2), 108.

Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational psychology review, 19(4), 469-508.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4), 295-312.

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.

Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of experimental psychology: Applied, 3(4), 257.

Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational psychology review, 17(2), 147-177.

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/vol11no4.8
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Houichi Asma is currently a PhD student in English at Abd El Hamid Ibn Badis University,
Mostaganem, Algeria. Her research areas include didactics, educational technology and cognitive
sciences. ORCID: https://orcid.org/0000-0003-3725-0583