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Abstract

Cognitive Load Theory (CLT) builds upon the widely accepted model of “cognitive architecture” (Atkinson and Richard Shiffrin, 1968). It describes how information is processed, considering the amount of information that working memory can hold at one time. Since working memory has a limited capacity, overloading it should be avoided to facilitate information processing that results in learning. In this presentation a preliminary analysis of the data collected will be reported and pedagogical implications of the findings will be discussed.

Bios

María Paz González holds an EFL Teaching Degree from the Universidad Nacional de Mar del Plata, and a Master’s Degree in Applied Linguistics in English from UNINI, México. She teaches English in high schools and in a tertiary institute. She is member of the research group Cuestiones del Lenguaje, (UNMdP) and has participated in several research studies.

Susana Tuero holds an EFL Teaching Degree, (UCMdP), a Master’s Degree and a Ph. D. in Applied Linguistics –English, from Michigan State University, USA. She is member of the research group Cuestiones del Lenguaje (UNMdP) and has directed and co-directed several studies. Her areas of interest are: cognitive processes, writing in EFL, and the acquisition and development of vocabulary

Daiana Vázquez holds an EFL Teaching Degree from the Universidad Nacional de Mar del Plata, a Master’s Degree in TESOL, and a Diploma in Neuroscience and Education. She is part of the teaching team of the subject ‘Process of Writing II‘ at the Profesorado de Inglés, UNMdP. She also teaches ESP courses and general English in high schools. She is member of the research group Cuestiones del Lenguaje and has presented at national and international conferences.

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