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September 3, 2026English Learning InnovationOpen Access

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

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Authors

SMSiti MutmainnahUTUmi TursiniUJUmiati Jawas

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Overview

Quasi-experimental study shows improved speaking accuracy and fluency in junior high school students, indicating that managing cognitive load supports foreign language acquisition.

Key Points

  • To evaluate the effects of instructional strategies based on Cognitive Load Theory and working memory management on EFL speaking performance and learner confidence.
  • Conducted a quantitative quasi-experimental pre-test–post-test study with 30 ninth-grade students divided into an experimental group and a control group.
  • Provided the experimental group with speaking instruction designed to reduce cognitive load and manage working memory, while the control group received conventional instruction.
  • Measured oral performance using a validated speaking rubric for fluency and accuracy, monitored confidence with an observation checklist, and analyzed outcomes using paired and independent t-tests.
  • The experimental group achieved significantly higher post-test speaking performance scores than the control group (p < .05).
  • Participants receiving cognitive load reduction instruction demonstrated marked gains in speech fluency, grammatical accuracy, and observed speaking confidence.

Cite This Study

Mutmainnah et al. (2026) studied this question.

synapsesocial.com/papers/6a9934ea636c6408cfa7cb1dhttps://doi.org/10.22219/englie.v7i2.45202
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