Expertise Reversal Effect: When Years of Active Learning Account for Language Expertise (Experiment 2)

The chapter describes the second experiment in details, which is about investigating the expertise reversal effect in teaching English listening skills to low expertise learners who had learned the language for years in three instructional conditions: the read-only, the listen-only, and the read-and-listen. It starts with the research methods, followed by the presentation of the results. The chapter ends with a general discussion of the research findings within the framework of cognitive load theory and foreign language learning theories.