The Effect of Instructional and Interactive Feedback on EFL Students’ Cognitive Load in Digital Storytelling

Abstract

This ongoing study proposes two types of feedback for reducing learners’ cognitive load in digital storytelling, namely instructional and interactive feedback. An expected number of 60 students in northern Taiwan will be participated, assigned to the control group (no feedback), experimental group A (instructional feedback), and experimental group B (interactive feedback). The hypothesis of this study is the interactive feedback can significantly reduce learners’ cognitive load. Thus, after getting the result, we hope the findings of this research can be used as a reference for teachers’ curriculum planning, as strategies to reduce students’ cognitive burden in speaking English using digital storytelling, and can contribute to the application of digital learning in the future.