References
[1]. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation: Arnold.
[2]. Petrides, J. R. (2006). Attitudes and motivation and their impact on the performance of young English as a foreign language learners. Journal of language and learning, 5(1), 1-20.
[3]. Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
[4]. Dörnyei, Z., & Schmidt, R. (2001). Motivation and second language acquisition (Vol. 23): Natl Foreign Lg Resource Ctr.
[5]. Poupore, G. (2014). The Influence of Content on Adult L2 Learners' Task Motivation: An Interest Theory Perspective. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 17(2), 69-90.
[6]. Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load: John Wiley & Sons.
[7]. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.
[8]. Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. In: Elsevier.
[9]. Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. In: Elsevier.
[10]. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14.
[11]. Cheng, K.-H. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4).
[12]. Knowles, L. (2008). Recursive hierarchical recognition: A brain-based theory of language learning. Paper presented at the FEELTA/NATE Conference Proceedings.
[13]. Galy, E., & Mélan, C. (2013). Interactions between cognitive load factors on working memory performance in laboratory and field studies. Working Memory: Developmental Differences, Component Processes and Improvement Mechanisms, 97-114.
[14]. Stiller, K. D., & Bachmaier, R. (2018). Cognitive loads in a distance training for trainee teachers. Paper presented at the Frontiers in Education.
[15]. Burns, A. C., & Gentry, J. W. (1998). Motivating students to engage in experiential learning: a tension-to-learn theory. Simulation & Gaming, 29(2), 133-151.
[16]. Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309.
[17]. Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. Paper presented at the 11th World Conference on Mobile and Contextual Learning.
[18]. Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in psychology, 8, 1997.
[19]. Kline, R. B. (2015). Principles and practice of structural equation modeling: Guilford publications.
[20]. Cook, D. A., Castillo, R. M., Gas, B., & Artino Jr, A. R. (2017). Measuring achievement goal motivation, mindsets and cognitive load: Validation of three instruments’ scores. Medical education, 51(10), 1061-1074.
[21]. Costley, J., & Lange, C. (2018). The moderating effects of group work on the relationship between motivation and cognitive load. The International Review of Research in Open and Distributed Learning, 19(1).
[22]. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.
[23]. Van Merriënboer, J. J., & Sweller, J. (2010). Cognitive load theory in health professional education: design principles and strategies. Medical education, 44(1), 85-93.
Cite this article
Lan,L. (2021). Mobile Assisted Language Learning: Cognitive Load and Task Motivation. Lecture Notes in Education Psychology and Public Media,1,309-314.
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References
[1]. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation: Arnold.
[2]. Petrides, J. R. (2006). Attitudes and motivation and their impact on the performance of young English as a foreign language learners. Journal of language and learning, 5(1), 1-20.
[3]. Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
[4]. Dörnyei, Z., & Schmidt, R. (2001). Motivation and second language acquisition (Vol. 23): Natl Foreign Lg Resource Ctr.
[5]. Poupore, G. (2014). The Influence of Content on Adult L2 Learners' Task Motivation: An Interest Theory Perspective. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 17(2), 69-90.
[6]. Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load: John Wiley & Sons.
[7]. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.
[8]. Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. In: Elsevier.
[9]. Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. In: Elsevier.
[10]. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14.
[11]. Cheng, K.-H. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4).
[12]. Knowles, L. (2008). Recursive hierarchical recognition: A brain-based theory of language learning. Paper presented at the FEELTA/NATE Conference Proceedings.
[13]. Galy, E., & Mélan, C. (2013). Interactions between cognitive load factors on working memory performance in laboratory and field studies. Working Memory: Developmental Differences, Component Processes and Improvement Mechanisms, 97-114.
[14]. Stiller, K. D., & Bachmaier, R. (2018). Cognitive loads in a distance training for trainee teachers. Paper presented at the Frontiers in Education.
[15]. Burns, A. C., & Gentry, J. W. (1998). Motivating students to engage in experiential learning: a tension-to-learn theory. Simulation & Gaming, 29(2), 133-151.
[16]. Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309.
[17]. Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. Paper presented at the 11th World Conference on Mobile and Contextual Learning.
[18]. Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in psychology, 8, 1997.
[19]. Kline, R. B. (2015). Principles and practice of structural equation modeling: Guilford publications.
[20]. Cook, D. A., Castillo, R. M., Gas, B., & Artino Jr, A. R. (2017). Measuring achievement goal motivation, mindsets and cognitive load: Validation of three instruments’ scores. Medical education, 51(10), 1061-1074.
[21]. Costley, J., & Lange, C. (2018). The moderating effects of group work on the relationship between motivation and cognitive load. The International Review of Research in Open and Distributed Learning, 19(1).
[22]. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.
[23]. Van Merriënboer, J. J., & Sweller, J. (2010). Cognitive load theory in health professional education: design principles and strategies. Medical education, 44(1), 85-93.