21 What problem does Jess have with her essay plan?
A She is using an unsuitable case study.
B She is describing the theories separately.
C She is missing the required number of sources.
22 Amir says behaviourism would explain peer mentoring mainly through
A reinforcement and consequences.
B shared meaning and language.
C internal mental processes.
23 What kind of evidence does Amir suggest for behaviourism?
A measurable outcomes
B classroom observation notes
C reflective journals
24 Amir says a common mistake is
A criticising theories too strongly.
B giving outcomes without explaining mechanisms.
C mixing up assumptions and methods.
25 Dr Patel’s opinion about behaviourism is that it
A should not be dismissed as outdated.
B is useful only for children.
C cannot be applied to universities.
26 Amir’s main point about Cognitive Load Theory and Dual Coding Theory is that
A they always recommend the same approach.
B they can point in different directions.
C only one of them relates to memory.
Questions 27–28
Match each theory with the main focus Amir mentions.
Write the correct letter, A–D, next to Questions 27–28.
A learning through rewards and consequences
B managing limits of working memory and load
C meaning-making through social interaction
D using verbal and visual channels
27 Cognitive Load Theory ……………………
28 Dual Coding Theory ……………………
Questions 29–30
Complete the sentences below.
Write ONE WORD AND/OR A NUMBER for each answer.
Dr Patel requires students to use at least 29 …………………… sources.
Jess plans to use one study that measures outcomes and one that analyses student 30 …………………… .
Keys
21 B
22 A
23 A
24 B
25 A
26 B
27 B
28 D
29 8 / eight
30 conversations
Transcripts
Part 3: You will hear two students discussing an essay that compares learning theories and how to structure it.
JESS: Hi, Amir. Have you got a minute? I’m stuck on the essay plan for Dr Patel’s module.
AMIR: Sure. Is it the assignment where we compare two theories and apply them to a case study?
JESS: Yes. I picked Behaviourism and Social Constructivism. Initially, I thought I was using an unsuitable case study, but Dr Patel said the university peer mentoring scheme is perfect. I also have the required number of sources now. The real problem is my draft reads like two separate summaries. I’m not really comparing them.
AMIR: Then organise it by contrasts. If you’re using the mentoring scheme to argue it boosts first-year engagement, how does behaviourism explain that?
JESS: Well, it wouldn’t look at internal mental processes or shared meaning, right?
AMIR: Exactly. Behaviourism would focus strictly on reinforcement and consequences. Mentors praise students, give feedback, and sometimes offer certificates.
JESS: So what kind of evidence should I use for that? I was thinking about using classroom observation notes or maybe some of the students’ reflective journals.
AMIR: Those are too subjective for this approach. For behaviourism, you need measurable outcomes. Look for concrete data like attendance records, completion rates, and logins to the learning platform, then link those to the rewards.
JESS: Okay. But I wrote that mentoring works because grades increase, and it felt weak.
AMIR: That’s a common trap. People think they are mixing up assumptions and methods, or criticising theories too strongly, but the real mistake is giving outcomes without explaining mechanisms. A grade increase is just a result; you have to explain how feedback actually reinforces the study habits that lead to that grade.
JESS: That makes sense. I’m just worried I’ll make behaviourism sound completely outdated, like it’s only for children and cannot be applied to university adults.
AMIR: Don’t worry about that. Dr Patel specifically said it should not be dismissed as outdated. It’s still highly relevant for adult training and habit formation, so keep the tone balanced.
JESS: Good to know. What theories are you comparing for your essay?
AMIR: I’m looking at Cognitive Load Theory and Dual Coding Theory, using online lecture videos as my case study.
JESS: Do those theories ever recommend the same approach? It seems like they might conflict.
AMIR: You’re right, they don’t always align. My main point is that they can point in different directions. For example, adding lots of complex diagrams might be great for one theory, but terrible for the other, so you have to justify your design choices carefully.
JESS: Let’s break that down. How exactly are you defining the first one?
AMIR: Well, Cognitive Load Theory is entirely about managing the limits of working memory and load. It focuses on how much information the brain can process at one time without becoming overwhelmed.
JESS: I see. And what about the second theory? Does that relate to memory too?
AMIR: It does, but in a different way. Dual Coding Theory focuses on using verbal and visual channels. The idea is that presenting information through both text and images simultaneously helps encode the knowledge more effectively.
JESS: That sounds like a really interesting contrast. Last thing, I want to double-check the bibliography requirements. I’ve found about five good articles so far.
AMIR: You’ll need to keep looking. The department guidelines usually ask for six, but Dr Patel explicitly requires students to use at least 8 sources for this specific assignment.
JESS: Oh, wow. I better head to the library then. I need to make sure I have one empirical study for each theory.
AMIR: Exactly. For constructivism, since you can’t just use attendance data, what are you going to use?
JESS: I plan to use one study that measures outcomes for the behaviourist part, and for constructivism, I’ve found one that analyses student conversations during their mentoring sessions. It shows how they build meaning together.
AMIR: Perfect. See you in the seminar tomorrow morning.
