Application of cognitive load theory in reading English academic articles on medical education among Chinese undergraduate medical students.

Reading English academic articles is the cornerstone of innovative medical education and scientific research. However, limited by both language and professional knowledge, many nonnative English-speaking undergraduate medical students have a fear of reading English academic articles. The purpose of this study was to explore whether cognitive load theory can be a useful guiding strategy to promote English medical education article reading among Chinese undergraduates, while also evaluating students' attitudes toward the reading activities and cognitive load entailed in the last article they read.