Abstract
We applied STR, i.e. speech-to-text recognition, and SELT, i.e. speech-enabled language translation, technologies to lectures which were in English as Media of Instruction (EMI) to help students manage their cognitive load effectively. The goal was to compare how these two technologies help achieve this important task. To this end, two groups of students were recruited to attend two lectures (one at the intermediate and the other at the advanced level). STR-texts were shown to a control group while SELT-texts were shown to an experimental group. We compared the cognitive load of the students in both groups after each lecture. Our findings revealed that between-group difference in cognitive load was not significant; however, if student language ability was considered, a significant between-group difference existed during the advanced level lecture. We draw implications for researchers and teachers following these results.
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