Technology-Mediated Vocabulary Instruction and Cognitive Load in EFL Contexts: A Conceptual Review

Vocabulary acquisition is fundamental to English as a Foreign Language (EFL) proficiency, influencing learners’ communicative competence, reading comprehension, academic achievement, and overall language development. Recent technological advances have transformed vocabulary instruction through Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), and Artificial Intelligence (AI)-based learning environments. These technologies offer authentic language input, personalized learning, immediate feedback, and flexible learning opportunities. However, their effectiveness depends on instructional design, as poorly designed digital environments may impose excessive cognitive load and hinder vocabulary learning. Drawing on Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML), this conceptual review synthesizes recent research on vocabulary acquisition, educational technology, multimedia learning, and cognitive processing in EFL contexts. It examines how technological tools and multimedia features interact with learners’ cognitive architecture and how intrinsic, extraneous, and germane cognitive load influence vocabulary learning outcomes. The review indicates that technology-mediated vocabulary instruction is most effective when guided by cognitively informed instructional design principles that respect the limitations of working memory. Effective digital environments reduce unnecessary cognitive demands while promoting deeper processing, active retrieval, and long-term vocabulary retention. The review concludes that successful technology-enhanced vocabulary learning depends not only on technological innovation but also on the effective integration of pedagogical and cognitive principles.

کلیدواژه ها:

Technology-mediated vocabulary instruction ، Cognitive Load Theory ، CALL ، MALL ، EFL