Speaker
Abstract section 4: Outcomes/results
Participants will gain a clear understanding of how intrinsic and extraneous cognitive load operate in teacher explanations and feedback. They will learn how to identify sources of unnecessary load in instructional discourse and how to better manage task complexity. By applying a structured explanation template, participants will practice redesigning grammar, pronunciation, and CLIL explanations to better support schema construction and learner processing. By the end of the session, attendees will leave with a practical framework, concrete redesign strategies, and tools they can immediately apply to improve clarity and learning efficiency in their own classrooms.
Abstract section 5: References
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7
Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 29–47). Cambridge University Press. https://doi.org/10.1017/CBO9780511844744.004
Abstract section 1: Relevance
This workshop draws on Cognitive Load Theory (Sweller; Paas et al.) and recent developments in cognitive sciences to examine how working-memory limits shape learning in L2 classrooms. While CLT has informed materials, tasks, and multimedia design, less attention has been paid to teacher explanations and feedback as sources of cognitive load during instruction. Addressing ongoing discussions about intrinsic complexity, extraneous load, expertise effects, and the role of germane processing, the session offers a pedagogically grounded interpretation of CLT for language teaching. Participants will explore how instructional choices influence cognitive processing and consider research-informed strategies for sequencing explanations and delivering feedback.
Abstract section 2: Contribution/research questions
This workshop aims to help language teachers apply Cognitive Load Theory to their own explanations and feedback. Participants will identify sources of intrinsic and extraneous load in classroom discourse and practice redesigning explanations to better support schema construction. The session seeks to provide a practical, research-informed framework that teachers can immediately use to manage cognitive load in grammar, pronunciation, and CLIL instruction.
Abstract section 3: Content/method
The session begins with a brief cognitive overload simulation to illustrate working-memory limits. A concise CLT-based explanation template is then introduced as a guiding framework. Participants use the template to analyze sample explanations and feedback for intrinsic and extraneous load. In small groups, they redesign selected examples to better manage complexity and support schema construction. The workshop concludes with reflection and planning for classroom application.
| Title | Managing Cognitive Load in Teacher Talk |
|---|---|
| Teaching Context | Conversation/language school |