Working Memory, Cognitive Load, and Multitasking in Second Language Acquisition: A Review of Digital Learning in Low-Exposure EFL Contexts

Document Type : Original Article

Authors

1 PhD student of TEFL, Islamic Azad University, Shiraz, Iran

2 Assistant Professor at Islamic Azad University, Shiraz, Iran

Abstract

Technology-supported second language (L2) acquisition relies on three key cognitive factors: working memory (WM) capacity, cognitive load, and multitasking. Digital tools provide plentiful target-language input. Yet we know surprisingly little about the mental strain they impose in low-exposure English as a Foreign Language (EFL) classrooms where natural practice is scarce. To address this gap, this systematic narrative review synthesizes peer-reviewed empirical research examining how these cognitive variables interact during digital vocabulary and grammar learning. This synthesis reveals three primary patterns. First, learners possessing greater WM capacity consistently show superior lexical and grammatical retention, especially under heavy processing demands. Second, digital task architecture directly influences cognitive load. When activities incorporate scaffolded, multimodal designs, extraneous strain drops significantly, which optimizes language processing. Third, although juggling multiple digital tasks taxes working memory in low-exposure settings, a robust WM capacity may function as a vital compensatory buffer against performance loss. Well-structured digital platforms help learners allocate cognitive resources efficiently, whereas cluttered tasks exacerbate mental demands. Ultimately, internal memory capacity may help offset limited linguistic exposure outside the classroom. Future empirical studies must explore these dynamics to guide adaptive digital pedagogical interventions tailored for low-exposure environments.

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Technology Assisted Language Education
Volume 4, Issue 3
September 2026
Pages 95-112

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