Exploring the Relationship Between Second Language Task Complexity and Learners' Perceived Cognitive Load

This study investigates the relationship between second language (L2) task complexity and learners' perceived cognitive load within the theoretical frameworks of Cognitive Load Theory (CLT) and Task-Based Language Teaching (TBLT). Utilizing multidimensional scales, the research measures learners' cognitive load perceptions across tasks of varying complexity levels. Data were collected through a combination of questionnaire surveys and experimental tasks, followed by structural equation modeling (SEM) to analyze the pathways through which task complexity factors (e.g., information quantity, cognitive demands, time pressure) influence learners' cognitive load. The results demonstrate that increased task complexity significantly elevates learners' intrinsic cognitive load while potentially reducing extraneous cognitive load and optimizing germane cognitive load. Furthermore, individual learner differences (e.g., working memory capacity, L2 proficiency) were found to serve as moderating factors in the relationship between task complexity and cognitive load.