Investigating the Integration of Cognitive Task Complexity in EFL Curriculum Development

This qualitative study focuses on the integration of cognitive task complexity into English as a Foreign Language (EFL) curriculum development. It seeks to contribute to the existing body of knowledge on cognitive task complexity in EFL contexts by identifying the key factors that influence this complexity. In other words, this qualitative case study explores the integration of cognitive task complexity in ESL curriculum development at a selected language institution. As such, understanding how to effectively incorporate this complexity into curriculum design is essential for enhancing the quality of language education. The study employs a qualitative case study approach, gathering data through semi-structured interviews, classroom observations, and document analysis of curricular materials. Participants include curriculum designers, teachers, and learners at the selected institution, allowing for a comprehensive understanding of cognitive task complexity from multiple perspectives. By addressing the complexities associated with cognitive task complexity, this study ultimately aims to enhance the overall quality of language education and promote successful learning outcomes for EFL students. Key findings reveal that the institution employs strategies such as project-based learning, adaptive learning materials, collaborative learning tasks, reflective learning practices, and teacher training programs to effectively address cognitive task complexity. These approaches enhance learner engagement, motivation, and learning outcomes by catering to individual cognitive needs and promoting critical thinking and metacognitive awareness. The study's findings underscore the importance of considering cognitive task complexity in curriculum design and implementation to foster successful language learning experiences for ESL students.