Exploring the impact of learner- and peer- help seeking strategies on cognitive load reduction and self-regulated learning skills enhancement

In this mixed-methods investigation, the primary objective was to appraise the effectiveness of cultivating both learner- and peer-help seeking strategies in ameliorating cognitive load and fortifying self-regulated learning among Chinese EFL learners. A cohort of 122 students was randomly enlisted for participation in the study, with data acquisition conducted through pre- and post-assessments, observational records, and semi-structured interviews. Employing methodological triangulation and one-way ANOVA, the data were meticulously analyzed. The outcomes demonstrated that the synergistic implementation of learner- and peer-help seeking strategies yielded a substantial positive influence on self-regulated learning (F(1,120) = 17.23, p < 0.001) and the attenuation of cognitive load (F(1,120) = 9.45, p < 0.01) within the context of CALL courses. Notably, the interactive group exhibited markedly enhanced performance in self-regulated learning (M = 4.57, SD = 0.72) and a considerable reduction in cognitive load (M = 2.65, SD = 0.89) in comparison to the isolated group. These results insinuate that the interactive deployment of these strategies engenders collaboration and self-monitoring, congruent with cognitive load theory, social cognitive theory, and self-regulated learning theory. Pedagogical implications advocate for the incorporation of learner- and peer-help seeking strategies within instructional methodologies and the development of CALL courses that scaffold learners' employment of help-seeking strategies, thereby promoting collaborative and self-regulated learning environments.