Designing Cognitively Efficient Arabic Learning Materials: A Systematic Review Based on Cognitive Load Theory

Abstract

Excessive cognitive load is often a major obstacle to the effectiveness of Arabic language learning, especially for learners facing the complexities of the language's morphological and syntactic structures. This study aims to examine how Cognitive Load Theory (CLT) can be strategically applied in designing efficient Arabic language learning materials oriented toward improving student comprehension and retention. This study used a systematic literature review approach to various relevant studies published between 2015 and 2025, focusing on the application of CLT in instructional design and foreign language learning. The results of the review indicate that the application of the main principles of CLT intrinsic load management, German load enhancement, and extraneous load reduction contributes significantly to increasing the effectiveness of the learning process. Managing intrinsic load through arranging the material sequence according to the student's level of complexity can optimize working memory capacity. Increasing German load through elaborative activities such as contextual comprehension exercises and metacognitive reflection helps deepen schematic representations of the language. Meanwhile, reducing extraneous load through information segmentation, the use of targeted multimodal media, and presenting simple instructions has been shown to reduce irrelevant processing load. These findings confirm that the design of Arabic language learning materials needs to consider the limitations of human working memory capacity and the principle of cognitive efficiency. Consequently, Arabic language material developers and instructors are advised to adopt a CLT-based design approach to make the learning process more adaptive, effective, and sustainable.