Cognitive load theory and effectiveness of computer – assisted english language learning

This study aimed at investigating the effect of using a CAELL instructional program of English grammar, the Degrees of Comparison, under the Cognitive Load theory framework on the achievement of IX Standard school students. The sample of the study consisted of 240 students distributed randomly on three experimental groups and three control groups. The instruments of the study were an instructional software program for teaching the Degrees of Comparison and an automated assessment is incorporated in the module itself. An Analysis of covariance was used to find out the significance of the Variables Vs Goal-free effects on the students’ achievement in the Degrees of Comparison. The findings of the study revealed that: 1. there were statistically significant differences on Cognitive factor Goal- free problem effect on the students' achievement on post- scores in grammar attributed to Computer Exposure (At Home, School& Both) of the experimental group. The difference is significant on the Experimental group students those who have Computer Exposure with respect to Goal –free problem effect.2. There were statistically significant differences on Cognitive factor Goal-free problem effect between the students' achievement on post- scores in grammar attributed to Gender of the experimental group. The difference is significant on the experimental group students based on gender with respect to Goal-free problem effect. In light of the findings of the study, it was recommended that English Language teachers could use CAELL instruction programs under the Cognitive Load Theory framework.