Investigating the effectiveness of teaching solved examples and explanations on students' cognitive load and internal motivation in teaching English Lesson

The present study was conducted with the aim of investigating the effectiveness of teaching solved examples and explanations on the cognitive load and internal motivation of students in teaching English lesson. The semiexperimental research design was a 2x2 generalized randomized block design, during which there were 4 groups by lottery method self-explanation-normal group, self-explanation-false group, educational explanations-normal group, and explanation group. Educational-false ones were divided. The statistical population was all eighth grade students of Semnan city in the academic year 2018. 120 people were selected as a sample by random sampling. Education about solving the problems of English lessons was presented to the students in the form of solved examples. Questionnaires- the cognitive load questionnaire of Pas and Van Merenboer (1993) and the internal motivation questionnaire of Koas and Dyswick (2009) were implemented. The reliability coefficient using Cronbach's alpha method was reported as 0.90 in the cognitive load questionnaire and 0.83 in the internal motivation questionnaire, and its content and face validity were also confirmed. In order to analyze the data, the mean and standard deviation and the variance analysis test were used using SPSS-23 software. The results showed that the average of educational explanations (14.55±2.68) in normal solved examples is more than in the solved examples with errors (14.20±2.30). Is. Also, the mean of self-explanation in the solved examples with errors (22.40±3.26) is more than the normal solved examples (18.05±3.11). According to the obtained results, explanations can be used as effective solutions on students' internal motivation and cognitive load in teaching English and in school curricula to empower students. be included in solving scientific problems.