A Cognitive Load Theory Approach to Teaching Reading Comprehension in the English as a Foreign Language Context: An Analytical Review
En Nasiry, O., Said, K. (2025). A Cognitive Load Theory Approach to Teaching Reading Comprehension in the English as a Foreign Language Context: An Analytical Review. EKB Journal Management System, 3(5), 32-38. doi: 10.21608/smnar.2025.430341
Otmane En Nasiry; Khalid Said. "A Cognitive Load Theory Approach to Teaching Reading Comprehension in the English as a Foreign Language Context: An Analytical Review". EKB Journal Management System, 3, 5, 2025, 32-38. doi: 10.21608/smnar.2025.430341
En Nasiry, O., Said, K. (2025). 'A Cognitive Load Theory Approach to Teaching Reading Comprehension in the English as a Foreign Language Context: An Analytical Review', EKB Journal Management System, 3(5), pp. 32-38. doi: 10.21608/smnar.2025.430341
En Nasiry, O., Said, K. A Cognitive Load Theory Approach to Teaching Reading Comprehension in the English as a Foreign Language Context: An Analytical Review. EKB Journal Management System, 2025; 3(5): 32-38. doi: 10.21608/smnar.2025.430341

A Cognitive Load Theory Approach to Teaching Reading Comprehension in the English as a Foreign Language Context: An Analytical Review

Seminar
Volume 3, Issue 5, June 2025, Page 32-38  XML PDF (865.02 K)
Document Type: Article
DOI: 10.21608/smnar.2025.430341
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Authors
Otmane En Nasiry email 1; Khalid Said2
1Department of English Studies, Faculty of Letters and Human Sciences, Cadi Ayyad University, Marrakech, Rue Amarchich, Marrakesh 40000, Morocco
2Lecturer and Researcher at the English Department, Faculty of Letters and Human Sciences, Cadi Ayyad University, Marrakech.
Abstract
This analytical review sheds light on the impact of Cognitive Load Theory (CLT) application on reading comprehension and how the findings relate to English as a Foreign Language (EFL) reading comprehension instruction. The aim of this review is threefold. First, it analyzes empirical studies of CLT-informed reading strategies in various settings and evaluates their relevance to EFL learners, taking into consideration differences in linguistic exposure, instructional environments, and cognitive demands. Second, it highlights the main CLT-informed instructional techniques that can help reduce unnecessary cognitive load during reading comprehension tasks. Finally, the review sheds light on challenges of incorporating CLT-based strategies in EFL contexts, including limited language exposure and reduced opportunities for authentic interaction. The findings suggest that while a CLT-based approach can enhance reading comprehension in EFL learners, EFL milieu characteristics should be considered for effective learning. This study offers evidence-based strategies for designing cognitively efficient reading instruction.
Keywords
Cognitive Load Theory; reading comprehension; EFL; instructional design; cognitive processing
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A Cognitive Load Theory Approach to Teaching Reading Comprehension in the English as a Foreign Language Context: An Analytical Review

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