Cognitive Processing of Task Complexity by ESL Learners with Varying Capacity of Working Memory and Second Language Proficiency: A Critical Review
DOI:
https://doi.org/10.62843/jrsr/2026.v.iv.226Keywords:
Task-Based Language Teaching, Cognitive Hypothesis, Task Complexity, Working Memory, L2 Proficiency,, Second Language Acquisition.Abstract
Despite the extensive task-based language teaching (TBLT) research available on Robinson’s (2015) Cognitive Hypothesis, the findings of these studies are largely inconsistent, and at times contradictory. This paper aims to critically analyze the methodological practices of existing TBLT research with reference to task complexity. It also intends to investigate how working memory is operationalized by these studies. Adopting a Critical Interpretative Synthesis Methodological approach, the findings of this critical evaluation reveal some methodological and theoretical limitations of the existing literature. One of the limitations is either excessive or insufficient increase in the complexity of second language learning tasks while another significant one is the underassessed role of working memory in ESL learners with low proficiency level of the target language. Based on the findings, this review offers several implications for future research related to Cognitive Hypothesis.
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