ISSN: 2222-6990
Open access
One common denominator to academic writing no matter what level the writing piece is -is the also ability to write main ideas and support those main ideas. Another common denominator is the planning stage; all writers go through the planning stage. This composing process can be less difficult of writers use strategies when they compose. These strategies can be taught or scaffolded by the writing teachers. This study is therefore done to explore yet another way to teach academic writing online. Specifically, this study is done to explore how learners perceive the online composing process. This study is also done to explore approaches to reduce extraneous cognitive load and intrinsic cognitive load. In addition to that, this study also investigates if there is a relationship between composing process and cognitive load. 126 participants responded to a survey after undergoing a semester of academic writing with activities to reduce their cognitive load. Findings showed that learners were positive about the use of the activities to reduce their cognitive load. This study also revealed that there is also a moderate positive relationship between composing process and extraneous cognitive load. In addition to that, the findings also showed that there is also a moderate positive relationship between composing process and intrinsic cognitive load. Findings also bear interesting implications towards the teaching and learning of academic writing.
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In-Text Citation: (Rahmat, 2023)
To Cite this Article: Rahmat, N. H. (2023). Reducing Cogntive Overload in Online Academic Writing: A Case Study. International Journal of Academic Research in Business & Social Sciences, 13(2), 1377 – 1391.
Copyright: © 2023 The Author(s)
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