Effects of multimedia modality and L2 working memory capacity on L2 comprehension

Abstract

This investigation aims at exploring immediate and delayed effects of extraneous cognitive load caused by the presentation mode of an English text and of English verbal working memory capacity of advanced learners of English on second/foreign language (henceforth L2) comprehension under the conditions of high intrinsic cognitive load and low prior knowledge. English text was presented in two different presentation modes on a website on the computer environment: 1) text with pictures; and 2) narration with pictures. 29 advanced ELT students were randomly assigned to the experimental groups and were asked to read or listen to the text with the intention of comprehension. Right after and three weeks after the treatment, the participants were given retention and transfer comprehension tests. They were also given a subjective cognitive load rating scale to indicate the level of cognitive load they thought the multimedia environment involved. Results indicated that it was the combined effect of time, extraneous cognitive load and L2 verbal working memory capacity that had a significant effect on retention of information from the treatment text. In other words, the results of the study indicated that presenting verbal information aurally might affect retention of information over time depending on working memory capacity. As for transfer of knowledge, a significant main effect of time was found. This significant main effect of time means that immediate transfer scores of the participants were significantly higher than their delayed transfer scores on average regardless of extraneous cognitive load and working memory. Moreover, it was found that participants in the narration with pictures condition that is assumed to expose less extraneous cognitive load than the text with pictures condition reported significantly higher cognitive load ratings than their counterparts in the text with pictures condition. Results are interpreted in the light of cognitive theory of multimedia learning (Mayer, 2001) and cognitive load theory (Sweller, 1988). The results provided additive information on the modality principle of cognitive theory of multimedia learning under the conditions of high intrinsic cognitive load and low prior knowledge in an L2 multimedia learning environment. Finally, it is claimed that the assumptions of modality principle may change for L2 learners, which depends on time of testing, working memory capacity, and type of comprehension.