A Cognitive Load for Online Classrooms in an EFL Context: A Qualitative Study

Document Type : research article

Authors

1 Department of English language, Tabriz Branch, Islamic Azad University, Tabriz, Iran

2 Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Abstract

Cognitive load is the amount of effort the mind makes to process information. When the cognitive load is high or excessive, it leads to consequences such as unwillingness to learn, inability to recall information from long-term memory, and understanding information.The main objective of this study was to consider a cognitive load for online classrooms in an EFL context using a qualitative study. This study made use of qualitative approach through grounded theory (1967). Population were all EFL learners of Tabriz Azad University students among them 16 EFL learners selected as sample size using purposefully non-randomly method who participated in our study voluntary. To gather data, a semi-structured interviews designed with learners to identify the items and components of their cognitive load in online classes. To determine the validity and reliability of interviews process, we made use of Lincoln & Guba (1985) method and kappa coefficient (0.663). Results showed that in general 27 codes were identified as components of cognitive load in online classes which are categorized under 6 core components as learning process, doing tasks, class time, environment, software quality and suitable load. In turn, these core components were categorized as selective components including intrinsic, extraneous and germane cognitive loads.

Keywords

Main Subjects

References

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Journal of Foreign Language Research
Volume 14, Issue 3
November 2024
Pages 345-358

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