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

En Nasiry, Otmane; Said, Khalid

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

Document Type : Article

Authors

Otmane En Nasiry ¹
Khalid Said ²

¹ Department of English Studies, Faculty of Letters and Human Sciences, Cadi Ayyad University, Marrakech, Rue Amarchich, Marrakesh 40000, Morocco

² Lecturer and Researcher at the English Department, Faculty of Letters and Human Sciences, Cadi Ayyad University, Marrakech.

10.21608/smnar.2025.430341

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.

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