ODU Digital Commons
metadata only
Effects of Cross-Language Instructional Design on Foreign Language Learners' Cognitive Load: Approaching the Redundancy Principle of Multimedia Learning
and-multicultural-educationbilingualcognitive-loadcognitive-psychologyinstructional-designmultilingual
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Cognitive Processes in Second Language Learning#487783
- Elements of a Theory of Second Language Learning. Foreign Language Studies, No. 2.#487776
- On the Distinction between Second-Language Acquisition and Foreign-Language Learning.#487831
- Training of Foreign Language Learning Strategies: Effects on Learning Process.#487828
- Multimedia-Based Instruction in Teaching the English Subject in Relevance to Learners' Performance#438802
Record · ID 431368
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive