A reading model of young EFL learners regarding attention, cognitive-load and auditory-assistance

Audio-assisted reading (reading-while-listening) was commonly used as a pedagogical method in English (L2) learning. Numerous studies had reported its efficacy reading. Its comprehension has been inconclusive due to the lack of on relationship among attention, cognitive load and L2 comprehension, with possibility that synchronous auditory input lessens attention visual input. We present study 41 Mandarin-speaking 8-year-old children texts three modes between-participants design. Data load, scores were fitted formal mathematical model, which confirmed influences could be captured by interactions between load. Based findings, implications regarding how appropriately apply auditory-assistant tools generated.