Enhancing speaking performance through cognitive load reduction and working memory management among junior high school students

Speaking is one of the most cognitively demanding language skills because learners must retrieve linguistic knowledge, organize ideas, and produce speech simultaneously during real-time communication. Many EFL learners experience difficulties in fluency, accuracy, and confidence due to limited working memory capacity and excessive cognitive load during speaking tasks. This study aimed to investigate the effect of Cognitive Load Theory (CLT) and working memory management strategies on students’ speaking performance. A quantitative quasi-experimental design with a pre-test–post-test control group approach was employed. The participants were 30 ninth-grade students at SMPN 2 Sumberasih, divided into an experimental group and a control group. The experimental group received speaking instruction incorporating cognitive load reduction and working memory management strategies, while the control group was taught using conventional methods. Data were collected through a speaking performance test assessed using a validated speaking rubric and an observation checklist for students' speaking confidence. The data were analyzed using descriptive and inferential statistics, including paired-samples and independent-samples t-tests. The results showed a statistically significant difference in speaking performance between the experimental and control groups, with the experimental group achieving higher scores (p < .05). Students who received the intervention demonstrated notable improvements in fluency, accuracy, and speaking confidence. These results indicate that integrating CLT principles and working memory management strategies into speaking instruction effectively enhances EFL learners' speaking abilities. The study provides pedagogical implications for English teachers in designing cognitively appropriate speaking activities that facilitate language production and improve learning outcomes.