exploring language learners’ cognitive processes in on-line esp courses via think-aloud protocol analysis

the present study aims to investigate language learners’ cognitive processes in on-line esp courses. three modes of inquiry are used: think-aloud protocol analysis, screen capture analysis, and correlation analysis. the theoretical foundations for the evaluation of the cognitive aspect of ferdowsi univeristy of mashhad e-learning system are drawn from cognitive load theory, cognitive apprenticeship theory and human-computer interactivity theory. 15 users were interviewed while their performance on the screen was recorded electronically. the results of qualitative and quantitative analyses show that design features have a meaningful effect on the users’ performance in four phases of cognitive interaction with e-learning systems. the educational implications of the findings for software developers are discussed.