A program Based on Cognitive Load Theory to Develop Secondary Stage Students' EFL Writing Performance and Reduce Their Writing Apprehension
Keywords:
writing performance, project-based cognitive load theory, writing apprehensionAbstract
The current study aimed to develop the secondary stage student's EFL writing performance and reduce their writing apprehension through a program based on cognitive load theory. To achieve this aim, sixty first-year EFL experimental secondary stage students from Alzawahrea, Alhussinia Directorate, Sharkia Governorate, Egypt, were assigned into two groups: thirty students for the experimental group and thirty for the control group. The researcher administrated a pre-test and a post-test for the purpose of data collecting and analysis. The researcher measured the EFL writing performance and writing apprehension level by designing an EFL writing performance and writing apprehension test before and after the treatment. A scale was designed to measure the effect of the suggested program based on cognitive theory. The instruments were administered before and after the treatment. Finally, the results of the study showed that the suggested program based on cognitive load theory and project-based learning has a positive effect on developing the EFL writing performance of secondary stage students and reduce their writing apprehension.
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