The Effect of Contextual Student-Generated Questions on EFL Learners’ English Learning Performance, Language Learning Strategy Use, and Perceived Cognitive Load

Abstract

The importance of learning English has been widely recognized in the English as a Second or Foreign Language (ESL/EFL) context and effective teaching and learning approaches to enhancing English learners’ linguistic and pragmatic knowledge have been called for. The purpose of the study aimed at comparing the effect of a contextual student-generated question (cSGQ) strategy on English learning performance, learning strategy use, and perceived cognitive load. A quasi-experiment with pre-and post-test was employed and the results based on the analysis of covariance technique showed that students in the cSGQ group outperformed those in the SGQ group in terms of English learning performance. However, no significant differences in learning strategy use and cognitive load were found between the two groups.