Scribing as a technique for reducing cognitive load in English grammar instruction at a non-linguistic university

This study aims to provide a theoretical rationale for and empirically evaluate the effectiveness of scribing as a technique for visualizing instructional information that reduces cognitive load and improves English grammar learning at a non-linguistic university. The methodological framework draws on J. Sweller’s cognitive load theory, A. Paivio’s dual coding theory, and the drawing effect. The article presents the results of a pilot experiment involving two academic groups of first-year students enrolled in a non-language degree program (N = 48). The experimental group (n = 24) studied the English active-voice tense system using scribing, while the control group (n = 24) received instruction through traditional methods. The study’s originality lies in its integrated theoretical and experimental substantiation of scribing as a tool for cognitive management in English grammar instruction, its extension of the drawing effect on memory, its integration of cognitive load theory and dual coding theory, and the development and empirical validation of an original instructional methodology tailored to the context of a non-linguistic university and students’ individual cognitive differences. The results demonstrate that the experimental group significantly outperformed the control group on both immediate tests (t = 3.42; p < 0.01) and delayed assessments administered three weeks later (t = 4.17; p < 0.001). In addition, the experimental group showed reduced language anxiety and greater self-reported satisfaction with the learning process.