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Measuring Cognitive Task Demands Using Dual-Task Methodology, Subjective Self-Ratings, and Expert Judgments: A Validation Study
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Revesz, Andrea; Michel, Marije; Gilabert, Roger – Studies in Second Language Acquisition, 2016
This study explored the usefulness of dual-task methodology, self-ratings, and expert judgments in assessing task-generated cognitive demands as a way to provide validity evidence for manipulations of task complexity. The participants were 96 students and 61 English as a second language (ESL) teachers. The students, 48 English native speakers and…
Descriptors: English (Second Language), Second Language Learning, English Language Learners, Native Speakers