Interface between Cognitive Load Theory and L2 reading comprehension skills: A mixed designed experiment

Abstract

The purpose of this research is to explore the extent to which the Redundancy Effect (RE) affects the L2 reading comprehension skills of a group of 24 young learners –whose L1 is Spanish- taking a low-intermediate course in English at a private school in Mar del Plata, Argentina. This group was divided into two sub-groups: A & B. Sub-group A was exposed to a single mode of instruction (reading alone). Sub-group B was exposed to a multiple presentation mode (reading + listening). Data were gathered using a text that was carefully chosen to meet the students’ age and English language proficiency level. After completing the reading task, both sub-groups filled out a questionnaire, and five students from each group were interviewed. Using a mixed research design, qualitative and quantitative information, coming from different instruments of data collection was cross-checked. Data triangulation was used to strengthen final results. Findings showed that sub-group A (reading alone) outperformed the other sub-group (reading + listening). Based on these results, some suggestions for the development of L2 reading comprehension skills were made, and some pedagogical implications were addressed.