EXPLORING UNIVERSITY STUDENTS’ COGNITIVE CHALLENGES AND SELF-REGULATORY STRATEGIES IN ORAL PRESENTATIONS THROUGH A CLIL-BASED COURSE

Niswa Aghisty; Puji Astuti

doi:10.20527/jetall.v9i2.25975

EXPLORING UNIVERSITY STUDENTS’ COGNITIVE CHALLENGES AND SELF-REGULATORY STRATEGIES IN ORAL PRESENTATIONS THROUGH A CLIL-BASED COURSE

Niswa Aghisty, Puji Astuti

Abstract

Oral presentations in Content Language Integrated Learning (CLIL) environments often impose cognitive demands, as students are required to process subject content and express it in a foreign language. Although research on CLIL-based speaking activities is rapidly increasing, few studies have explored the cognitive challenges and self-regulatory strategies of research students during oral presentation tasks, especially through the lenses of Cognitive Load Theory and Self-Regulated Learning Theory at higher education levels. Therefore, this study aims to investigate university students’ cognitive challenges and self-regulatory strategies in conducting oral presentations through a CLIL-based course. The study employs a qualitative case study to gain a deeper understanding of students’ experiences. The study took place at an undergraduate English Education program at a state university in Semarang, Indonesia, focusing on the English Course Management course. Furthermore, a triangulation is used to reduce the risk of misinterpretation as it utilizes a questionnaire, semi-structured interviews, and document analysis to collect the data. Additionally, thematic analysis is used to identify recurring themes. The finding indicates three interrelated cognitive challenges: unfamiliarity with business and management vocabulary, the dual-processing burden of simultaneously managing language accuracy and content delivery, and psychological pressure as a downstream consequence of accumulated cognitive overload. Thus, three self-regulatory strategy clusters were identified across the SRL cycle: proactive forethought strategies, real-time performance strategies, and post-presentation self-reflection. Therefore, teachers are recommended to integrate pre-presentation vocabulary scaffolding activities to reduce students’ cognitive load, while incorporating self-regulatory strategies into the CLIL curriculum to support students' adaptive preparation.

Keywords

CLIL; cognitive load; self-regulated learning; oral presentation; EFL students

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DOI: http://dx.doi.org/10.20527/jetall.v9i2.25975