ENHANCING UNDERGRADUATE READING COMPETENCY THROUGH SOCIAL MEDIA: APPLICATION OF COGNITIVE LOAD THEORY

Abstract

The research study examines the effect of reading assignments in social media on the reading comprehension and cognitive load among undergraduate students learning ESL English in Multan, Pakistan. This research as well as Claims argument refers to Cognitive Load Theory (CLT) which explains how learning can be achieved effectively when the resources are managed cognitively. The study was designed with a mixed-methods base where rich data in the form of pre and post-tests were handed along with the qualitative semi-structured interviews and focus group discussions. The sample size was 50 ESL learners of The Legend College-(LIMS Multan), 25 of whom fell in the experimental group and participated in reading activities in social media during eight weeks. Analysis of the data was done by using matched samples t-tests in the quantitative data and thematically qualitative data. Students said that they became more motivated and engaged in social media material, which helped them improve their vocabulary and understanding. The study further identified some of the most important ways of optimizing the use of social media such as task structuring, scaffolding, and interactive engagement. The research can benefit the emerging literature on the topic of social media in ESL instruction by providing viable guidelines that can help teachers develop practice that hones in reading comprehension in ways that do not induce excessive mental exertion. These results highlight the possibilities of a social media in ESL teaching as an effective instrument provided it is mindfully incorporated. In future studies, there is scope to study the long-term implications and the wider applicability of social media in developing other skills in language.