شبكة المعلومات العربية التربوية

This study investigated the awareness of the concept of cognitive load among a group of 194 language teachers of Arabic, English and French in Egypt. It tried to investigate the teachers' knowledge of the Cognitive Load Theory, their practices linked to that concept ; their attitudes towards it and whether gender, type of language and experience make any difference in the teachers' awareness. By using an online scale and interviews, teachers showed limited knowledge of the theory of cognitive load and that language type, experience or gender made no difference in their actual practices in class. Despite that, teachers' levels of attitudes towards the concept and its related activities came high. The study ended with some conclusions and suggestions for further research. (Published abstract)