Exploring Language Learners’ Cognitive Processes in On-line ESP Courses via Think-aloud Protocol Analysis

Albert, D., & Mori, T. (2001). The contributions of cognitive

psychology to the future of learning. Bull. Grad. School Educ.

Hiroshima Univ. Part I, 50, 25-34.

Baldus, K., & Nicholas, A. (2010). Don’t make me think: Creating

effective e-learning with user testing. Paper presented at Learning

Solutions Conference, Orlando, Florida.

Bloom, B. S. (1953). Thought processes in lectures and discussions.

Journal of General Education, 7, 160–169.

Clark, R. C., & Mayer, R. E. (2002). E-Learning and the science of

instruction. Hoboken: John Wiley.

Collins, A., Brown, J. S., & Newmann, S. (1989). Cognitive

apprenticeship: Teaching the crafts of reading, writing, and

mathematics. In L. B. Resnick (Ed.), Knowing, learning, and

instruction: Essays in honor of Robert Glaser (pp. 453-494).

Hillsdale, NJ: Earlbaum.

Cotton, D., & Gresty, K. (2006). Reflecting on the think-aloud method

for evaluating e-learning. British Journal and Educational

Technology, 37(1), 45-54.

Davis, D. N. (2000). Emotion as the basis for computational

autonomy in cognitive agents. Proceedings of the 14th European

Conference on Artificial Intelligence.

Ekanayake, H., Karunarathna, D. D., & Hewagamage, K. P. (2006).

Cognitive architecture for affective eLearning. Third International

Conference on eLearning for Knowledge-Based Society, Bangkok,

Thailand.

Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory.

Psychological Review, 102, 211–245.

30 Journal of English Language Teaching and Learning.No,9 / Spring & Summer 2012

Ericsson, K. A., & Simon, H. A. (1984). Protocol analysis: Verbal

reports as data. London: MIT Press.

Fox, S., & MacKeogh, K. (2003). Can e-learning promote higherorder

learning without tutor overload. Open Learning, 18(2), 121-

134.

Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of

Instructional Design (4th ed.). Belmont: Wadsworth/Thomson

Learning.

Hooper, S., & Hannafin, M. J. (1991). Psychological perspectives on

emerging nstructional technologies: A critical analysis.

Educational Psychologist, 26(1), 69-95.

Hudlicka, E. (2004). Beyond cognition: Modeling emotion in

cognitive architectures. Proceedings of the Sixth International

Conference on Cognitive Modeling.

Kalyuga, S. (2007). Enhancing instructional efficiency of interactive

e-learning environments: A cognitive load perspective.

Educational Psychological Review, 19, 387-399.

Laurillard, D. (2002). Rethinking university teaching: A

conversational framework for the effective use of learning

technologies (2nd ed.). London: Routledge/Falmer.

Milton, J., & Lyons, J. (2003). Evaluate to improve learning:

Reflecting on the role of teaching and learning models. Higher

Education Research and Development, 22, 297–312.

Moore, M. G. (1989). Three Types of Interaction. The American

Journal of Distance Education, 3 (2), 1-6.

Moreno, R., & Valdez, A. (2006). Cognitive load and learning effects

of having students organize pictures and words in multimedia

Exploring Language Learners’ Cognitive Processes… 31

environments: The role of student interactivity and feedback.

Educational Technology Research and Development, 53(3), 35-45.

Morrison, G. R., & Anglin, G. J. (2005). Research on cognitive load

theory: Application to e-learning. Educational Technology

Research and Development, 53(3), 94-104.

Ohlsson, S. (1995) Learning to do and learning to understand: A

lesson and challenge for cognitive modeling. In P. Reimann and

H. Spada (Eds.), Learning in humans and machines: Towards an

interdisciplinary learning science (??-??). London: Pergamon.

Parscal, T., & Hencmann, M. (2008). Cognitive apprenticeships in

online learning. Proceedings of the 24th Conference on Distance

Teaching & Learning, 1-4.

Richter, G. A. (2007). The next generation of interactivity: Cognitive

interactivity. ???

Salmon, G. (1998). Developing learning through effective online

moderation. Active Learning, 9, 3–8.

Schnotz, W., & Rasch, T. (2005). Enabling, facilitating, and inhibiting

effects of animations in multimedia learning: Why reduction of

cognitive load can have negative results on learning. Educational

Technology Research and Development, 53(3), 47-58.

Sorden, S. D. (2005). A cognitive approach to instructional design for

multimedia learning. Informing Science Journal, 8, 263-279.

Suchman, L. A. (1987). Plans and situated actions: The problem of

human machine communication. Cambridge: Cambridge

University Press.

Van Den Hakk, M. J., de Yong, M. D. T., & Schellens, P. J. (2004).

Employing think-aloud protocols and constructive interaction to

32 Journal of English Language Teaching and Learning.No,9 / Spring & Summer 2012

test the usability of online library catalogues: A methodological

comparison. Interacting with Computers, 16, 1153-1170.

von Brevern, H. (2004). Cognitive and logical rationales for elearning