Harmonizing Language Learning: A Cognitive Load Theory Approach to Song-Based ESL Instruction

The issue of keeping pre-tertiary preparation English language learners engaged and addressing basic problems with their lexical and phonological skills constitutes one of the crucial bottlenecks in tertiary preparation education. The problem is complicated by the fact that traditional teaching techniques tend to make students cognitively tired and thus not engage them in the learning process. Therefore, the current research proposes to examine whether song-based learning, based on the theory of cognitive load and musical mnemonics, positively impacts the communication skills of pre-diploma English language learners. A quantitative approach will be adopted to collect the necessary data from a purposive sample of pre-tertiary preparation students at UiTM in Malaysia. The questionnaire tested perceived effects on language competences, the use frequency of songs and students' attitudes towards educational integration. The results suggested a tiered hierarchy of effectiveness: while songs had the most significant impact on receptive skills, they showed an intermediate influence on mid-level competences, whereas their effect on productive competences and rule-based systems was more modest. Moreover, a dose-response pattern indicated a direct correlation between regularity of use and perceived improvement of general English skills. Finally, it is notable that the participants had a consensus about the academic validity and motivational appeal of song pedagogy. These conclusions contribute to the second language acquisition theory by empirically applying Cognitive Load Theory to music-mediated learning, proving the efficiency of controlled music input in the process of reducing extraneous processing and schemata building. Practically, the study provided practical suggestions for curriculum planning, namely the choice of songs with syntactically clear lyrics and the provision of productive transfer to compensate for modality limitations.

Cognitive Load Theory, Song-based learning, Second language acquisition, Musical Mnemonics, Tertiary ESL instruction

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