Abstract
Sweller's cognitive load theory has profoundly influenced educational practices since the 1990s. This paper offers a concise introduction to cognitive load theory and presents an analysis of the current state of domestic research on this topic from 2013 to 2022, using the Web of Science Core Collection and the bibliometric software CiteSpace. Looking ahead, cognitive load theory holds the potential to underpin the design of instructional strategies in second language learning for Chinese English learners, thereby improving the efficiency of classroom teaching.
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