Challenges and Affordances of Cognitive Load Management in Technology-Assisted Language Learning: A Systematic Review

Cognitive load influences learners’ interactions with one another and with the learning environment could lead to either optimizing or obstructing information processing in the working memory. To have insight into cognitive load management in technology-assisted language learning (TALL11 The term TALL is used as an umbrella term to cover all platforms available for technology-assisted language learning. This comprehensive term does not limit research in the field to one platform (e.g., computer-assisted language learning). It encompasses and represents all TALL platforms (e.g., mobile-assisted language learning, virtual language learning, etc.). The use of comprehensive terms encourages studies to move towards a multidirectional approach of research rather than a unidirectional approach that prioritizes one particular platform over others and implicitly downgrades their instructional potentials.) environment, the investigator(s) conducted a systematic review. Following the PRISMA guidelines, the study identified TALL affordances, challenges, measurements, and theoretical frameworks in articles between 2010 and 2020. Pedagogically, the results showed eighteen potential affordances (e.g., visualization-based cognitive tool and dual computer displays) in TALL environment that teachers/learners can implement to manage cognitive load. Theoretically, the study found seven challenges (e.g., balancing task difficulty with learner’s cognitive skills and modifying established design principles) that can inform researchers and practitioners in future TALL research. Future TALL research on cognitive load is predicted to move towards two mainstream directions. First, conceptualizing the reported affordances into instructional designs to manage cognitive load. Second, addressing the reported challenges through integrating emerging educational technologies to manage cognitive load.