Applying Cognitive Load Theory in English Language Classes When Teaching Writing in Secondary School

This study focuses on exploring cognitive load issues in teaching writing skills in English to secondary school students and developing strategies to optimize it. The aim is to develop a pedagogical strategy aimed at reducing cognitive load for students when performing writing tasks, thus enhancing learning effectiveness and improving exam results. The research objectives include studying cognitive load theory, analyzing existing teaching methods for writing, identifying problems faced by students, conducting preliminary research (focus groups) and semi-structured interviews with teachers, analyzing methodological recommendations from the Federal Institute for Educational Measurements (FIPI), and developing a strategy to reduce cognitive load. The research methodology includes theoretical analysis of philosophical, psychological, and pedagogical materials, survey methods (focus groups and interviews with English teachers), and analysis of methodological recommendations from FIPI based on typical errors made by participants in the 2023 Unified State Exam (USE). The empirical basis of the study consists of data obtained from preliminary research and interviews with experienced English teachers with over 10 years of teaching experience and high qualifications. The main results of the study include:  Identifying five key problems faced by students when learning writing: organization of thoughts and logical structure of text, grammatical structure errors, lexical choice errors, task misunderstanding errors, and incorrect writing style.  Determining methods and strategies used by teachers to reduce cognitive load, such as lesson structuring, individual approach to students, motivational strategies, integration of authentic materials, and systematic assessment of student progress.  Developing a strategy to reduce cognitive load during English writing lessons for secondary school students, based on cognitive load theory and communicative-cognitive approach. These findings can be utilized in the practice of teaching English in secondary schools, helping teachers create optimal conditions for developing students' writing skills, reducing cognitive load, and improving educational outcomes. Keywords: cognitive load, writing instruction, English language, teaching strategy, methodological recommendations, secondary school, communicative-cognitive approach.