Enhancing concept mapping skills through load reduction instruction in an academic English course: a mixed methods study

Abstract

Concept mapping is an effective reading strategy that enhances students’ understanding of complex subjects and fosters meaningful learning. However, this technique remains underutilized due to cognitive challenges and insufficient training. Grounded in Cognitive Load Theory (CLT) and the Load Reduction Instruction (LRI) framework, this study developed and evaluated a concept mapping training program using a mixed methods approach. Sixty-nine university students enrolled in an Academic English course participated in the study. Results indicate that the experimental group who received the training achieved significantly higher concept map scores, experienced lower intrinsic and extraneous cognitive loads, and reported increased germane cognitive load compared to the control group. Multiple regression analysis revealed that germane cognitive load was a significant positive predictor of concept map quality. Semi-structured interviews corroborated these findings, providing insights into students’ positive experiences with the training program. The results demonstrate the efficacy of our LRI-based training program in addressing cognitive load challenges and offer educators a structured pedagogical framework to guide students from novice to proficient concept mappers.