The effect of english language instruction based on cognitive load theory principles on academic achievement of integrated language skills, self efficacy beliefs and cognitive load

The purpose of this study is to find out the effect of an English language instruction designed by the Cognitive Load Theory (CLT) principles on 7th grade students' academic achievement in English language integrated skills, self efficacy beliefs and cognitive load. The present study adopts a quasi-experimental research design in two groups (experimental and control) from a public school in Ankara. Both experimental and control groups of the study involved 18 students, totalling 36 participants. The instruction designed in accordance with CLT principles was implemented in the experimental group, while the available instruction recommended by the MONE was followed in the control group of the study. Integrated skills test developed by the researcher with the aim of finding out to what extent the students integrated their language skills throughout the 8 weeks. The Subjective Rating Scale (SRS) was employed to measure cognitive load of the students at the end of each unit for both groups. The English language self-efficacy beliefs scale was also used to measure students' self efficacy beliefs on English language. Both descriptive statistics and non-parametric test were used in study. The results showed that statistical mean differences were found by the result of treatment on experimental group instruction designed by CLT principles on listening, reading and writing but not on speaking when compared with the control group. The results of the study show that the experimental group listening skill self efficacy belief was significantly different than that of the control group, except for writing, reading and speaking skills self efficacy beliefs. In addition, the findings suggest that instructional design implemented on experimental group significantly decreased cognitive load of students in comparison with the control group.