Cognitive Load and English Reading Anxiety in Senior High School: A Theoretical Analysis with Pedagogical Implications
Abstract
paper reinterprets it through Cognitive Load Theory (CLT). Using Passage D from the 2025 National College Entrance Examination (Gaokao)
English Paper I as an illustrative case, the paper argues that reading anxiety may result from the interaction of heavy intrinsic load, avoidable
extraneous load, and weakly directed germane load. On this basis, it proposes pedagogical implications including calibrated text difficulty,
clearer guidance, and explicit strategy instruction.
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DOI: http://dx.doi.org/10.70711/rcha.v4i4.9549
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