Algerian university teachers of English lack sufficient knowledge of cognitive load theory¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In a 2020 questionnaire survey, slightly more than half of 21 Algerian university English teachers indicated they were not familiar with cognitive load theory. → Houichi 2020
Evidence¶
Houichi 2020¶
Houichi, A., & Sarnou, D. (2020). Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English. Arab World English Journal. https://dx.doi.org/10.24093/awej/vol11no4.8
q2 · i? · associational · r1
Questionnaire survey of 21 permanent English language teachers from Algerian universities, analyzed with SPSS. On the familiarity item, "(47.6%) of the respondents confirmed their knowledge of the theory while (52.4%) indicated their ignorance." No effect size is reported.
"Responses to this question were divided almost equally; (47.6%) of the respondents confirmed their knowledge of the theory while (52.4%) indicated their ignorance."
Discussion¶
Related Claims¶
- Only a minority of self-reported CLT-familiar teachers could identify the three types of cognitive load — related
- Most surveyed teachers report accounting for learner prior knowledge and material complexity in instructional design — related
- Despite ignorance of CLT, surveyed teachers report using some of its principles when designing instructions — related
- Most surveyed Algerian university teachers of English (61.9%) report presenting words and corresponding graphics simultaneously — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
algerian-efl-teachers-lack-clt-knowledge |
title |
Algerian university teachers of English lack sufficient knowledge of cognitive load theory |
description |
Algerian university teachers of English lack sufficient knowledge of cognitive load theory |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — houichi-2020 |
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