Volume VI Special Issue II February 2026

Name of Author : Dr.Rajitha K, Dr.Divya Muraleedharan

Title of the paper : A Cognitive Science Perspective on Learning: Designing Memory Informed ELT Frameworks for Engineering Undergraduates in South India

Abstract: In Indian technical education, English Language Teaching ELT often operates under curricular constraints that prioritize content delivery over cognitive sustainability. This paper proposes a memory informed pedagogical framework grounded in cognitive load theory Sweller, 1988, dual coding theory Paivio, 1986, and retrieval practice Roediger Karpicke, 2006 to transform how English is taught to engineering undergraduates in South India. Moving beyond generic communicative approaches, the model integrates multimodal input visual verbal pairings, spaced retrieval tasks, and schema building activities explicitly designed to reduce extraneous cognitive load while enhancing germane processing. The framework acknowledges the linguistic diversity and academic preparedness of learners from rural and semi urban backgrounds, many of whom navigate English as a third or fourth language. By embedding evidence based memory strategies into syllabus design such as interleaved grammar practice, narrative driven vocabulary encoding, and low stakes recall quizzes the approach fosters durable retention without increasing instructional time. Crucially, this model aligns with the conferences call for interdisciplinary innovation by bridging cognitive psychology, applied linguistics, and inclusive pedagogy. It also responds to the ethical imperative of equitable education by offering scalable, low tech interventions suitable for resource variable classrooms across Kerala, Tamil Nadu, and Karnataka. The paper concludes with sample lesson sequences and implementation guidelines for faculty, positioning memory science not as an add on but as the backbone of effective, human centered ELT in STEM contexts. In doing so, it contributes to the broader shift from transactional language instruction toward transformative, cognition aware teaching that empowers learners both academically and cognitively.

Keywords : cognitive load theory; retrieval practice; dual coding; memory informed pedagogy; English for engineering students

DOI :

Page Number : 61-70