OPTIMIZING ENGLISH LANGUAGE TEACHING THROUGH COGNITIVE LOAD THEORY-BASED INSTRUCTIONAL DESIGN
Abstract
This study explores the optimization of English language teaching through the application of Cognitive Load Theory (CLT) in instructional design. In modern educational contexts, the increasing complexity of linguistic input often leads to cognitive overload, which negatively impacts learners’ comprehension and retention. The research aims to investigate how CLT-informed strategies can enhance learning efficiency by balancing intrinsic, extraneous, and germane cognitive loads. A mixed-methods approach was employed, combining quantitative data from experimental and control groups with qualitative insights from classroom observations and learner feedback. The findings demonstrate that CLT-based lesson structuring significantly improves students’ performance, engagement, and long-term retention. Statistical analysis reveals measurable differences in achievement levels, while qualitative data highlight improved learner confidence and reduced anxiety. The study contributes to methodological advancements in English language teaching by providing practical frameworks for lesson design. It also outlines implications for future research in adaptive and technology-enhanced language learning environments.