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Noroozi, Shadi, Karami, Hossein, Saeedi, Zari. (1402). An Investigation of the Relationship between Subjective and Objective Cognitive Load Measures of Language Item Difficulty. جلوه هنر, 7(1), 7-33. doi: 10.22051/lghor.2022.37418.1551
Shadi Noroozi; Hossein Karami; Zari Saeedi. "An Investigation of the Relationship between Subjective and Objective Cognitive Load Measures of Language Item Difficulty". جلوه هنر, 7, 1, 1402, 7-33. doi: 10.22051/lghor.2022.37418.1551
Noroozi, Shadi, Karami, Hossein, Saeedi, Zari. (1402). 'An Investigation of the Relationship between Subjective and Objective Cognitive Load Measures of Language Item Difficulty', جلوه هنر, 7(1), pp. 7-33. doi: 10.22051/lghor.2022.37418.1551
Noroozi, Shadi, Karami, Hossein, Saeedi, Zari. An Investigation of the Relationship between Subjective and Objective Cognitive Load Measures of Language Item Difficulty. جلوه هنر, 1402; 7(1): 7-33. doi: 10.22051/lghor.2022.37418.1551

An Investigation of the Relationship between Subjective and Objective Cognitive Load Measures of Language Item Difficulty

Journal of Language Horizons
مقاله 1، دوره 7، شماره 1 - شماره پیاپی 15، مرداد 2023، صفحه 7-33    اصل مقاله (372.38 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.37418.1551
نویسندگان
Shadi Noroozi1؛ Hossein Karami* 2؛ Zari Saeedi3
1MA Holder, English Department, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran
2Assistant Professor, English Department, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran
3Associate Professor, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
چکیده
The current study strived to delve into the response behavior and perceptions of examinees while taking a test in light of cognitive load theory. The empirical data were collected from 60 MA English major graduates and students, with a high level of language proficiency. The participants were required to answer 60 multiple-choice language items (i.e., grammar and vocabulary questions), ‌‌taken from the high-stakes tests of the MA English majors of the Iranian university entrance examination (IUEE), as fast and as accurately as possible. After completing each test item, they rated their perceptions with regard to the difficulty of test items (Bratfisch et al., 1972) and the amount of mental effort (Paas, 1992). Their response time spent on each language item and their selected options were also stored by the Psychopy software (Peirce et al., 2019). Through running Pearson and Spearman rho correlations, the findings revealed that response time enjoyed a strong positive correlation with mental effort, meaning that both objective and subjective cognitive load measures matched in terms of sensitivity to cognitive load changes in language test items. Further, the subjective measures of perceived mental effort and perceived level of difficulty revealed to be the sound indicators of cognitive load changes. As predicted, response time also indicated that more difficult language test items imposed a greater amount of load. The implications of the study will be explained.
کلیدواژه‌ها
cognitive load؛ language test-items؛ multiple-choice questions؛ response-time؛ subjective/objective measures
عنوان مقاله [English]
بررسی رابطه بین مقیاس های بار شناختی ذهنی و عینی دشواری سوالات زبان انگلیسی
نویسندگان [English]
شادی نوروزی1؛ حسین کرمی2؛ زری سعیدی3
1دانش‌آموختة کارشناسی ارشد، گروه زبان انگلیسی، دانشکده زبان و ادبیات خارجی، دانشگاه تهران، تهران، ایران
2استادیار، گروه زبان انگلیسی، دانشکده زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران
3دانشیار، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات فارسی و زبان‌های خارجی، دانشگاه علامه طباطبایی، تهران، ایران
چکیده [English]
پژوهش حاضر به بررسی رفتار پاسخ گویی و ادراک‌ آزمون دهندگان، هنگام پاسخ‌گویی به سؤال‌های یک آزمون، از دیدگاه نظریه بار شناختی پرداخت. داده‌های تجربی از ۶۰ دانش‌آموخته و دانشجوی کارشناسی ارشد زبان انگلیسی با سطح بالایی از مهارت زبان گردآوری شدند. شرکت‌کنندگان می‌بایست به ۶۰ سؤال زبان چندگزینه‌ای (یعنی سؤال‌های دستور زبان و واژگان)، که از آزمون‌های سرنوشت‌ساز ورودی دانشگاه ایران برای گرایش‌های کارشناسی ارشد زبان انگلیسی گرفته شده بودند، به سریع‌ترین و دقیق‌ترین شکل ممکن پاسخ می‌دادند. پس از تکمیل هر سؤال، آن‌ها درک خود را از نظر دشواری سؤال‌های آزمون (برتفیش و همکاران، ۱۹۷۲) و میزان تلاش ذهنی (پاس، ۱۹۹۲) ارزیابی کردند. زمان پاسخ‌گویی آن‌ها به هر سؤال زبان و گزینه‌های انتخابی آن‌ها نیز توسط نرم افزار سایکوپای ذخیره شد (پیرس و همکاران، ۲۰۱۹). یافته‌ها، با استفاده از همبستگی‌های پیرسون و اسپیرمن رو، نشان دادند که زمان پاسخ‌گویی با میزان تلاش ذهنی همبستگی مثبت قوی دارد، بدین معنا که هر دو مقیاس‌ عینی و ذهنی بار شناختی از نظر حساسیت به تغییرات بار شناختی در سؤال‌های آزمون زبان منطبق هستند. افزون بر این، مقیاس‌های تلاش ذهنی ادراک‌شده و سطح دشواری ادراک‌شده نشان دادند که این دو شاخص‌های درست ارزیابی تغییرات بار شناختی هستند. همان گونه که پیش‌بینی شده بود، زمان پاسخ‌گویی نیز نشان داد که سؤال‌های دشوار‌تر آزمون زبان، بار بیشتری را بر آزمون دهندگان تحمیل می کنند.
کلیدواژه‌ها [English]
بارشناختی, سؤال‌های زبان انگلیسی, سؤال‌های چهار گزینه‌ای, زمان پاسخ‌گویی, مقیاس‌های عینی/ذهنی
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