Can Digital Mindfulness Stimulate the Effects of EFL Learners’ Cognitive Awareness on Cognitive Load in Computer Assisted Writing Classrooms?

Abstract

This study investigates the impact of digital mindfulness (DMFN) on the cognitive load (CL) experienced by English as a Foreign Language (EFL) learners in computer-assisted writing classrooms, with cognitive awareness (CA) as a mediator and perceived task complexity (PTC) as a moderator. Employing a time-lagged survey-based methodology, EFL learners’ perceptions are assessed at multiple time points to establish causal relationships. The findings reveal that DMFN has a significant direct and indirect effect on CL through the mediation of CA. Moreover, PTC is found to moderate the relationship, demonstrating that the effectiveness of DMFN in reducing CL is more pronounced when learners perceive writing tasks as highly complex. This study suggests that the incorporation of DMFN practices can enhance EFL learners’ CA, subsequently alleviating CL, especially when learners perceive writing tasks as challenging. The implications of this research highlight the potential benefits of DMFN in language learning environments, offering a promising avenue for educators to optimize writing instruction in computer-assisted classrooms.