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ERIC Number: EJ1036499
Record Type: Journal
Publication Date: 2014-Apr
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1055-8896
The Effects of Response Modes and Cues on Language Learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning
Chen, Ching-Huei; Huang, Kun
Journal of Educational Multimedia and Hypermedia, v23 n2 p117-134 Apr 2014
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 recall 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' performance 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.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire