Digital Cognitive Overload and Motivation for Foreign Language Learning Among Generation Z Students
Year: 2026
Type: article
Study design: Observational Study
Abstract: The rapid development of digital technologies has fundamentally transformed the educational experiences of Generation Z students. Foreign language learning increasingly occurs within highly digitalized environments characterized by social media interaction, online educational platforms, mobile applications, artificial intelligence tools, and constant informational flow. While digital technologies provide broad opportunities for interactive and autonomous learning, excessive exposure to digital stimuli may contribute to cognitive overload, fragmented attention, emotional exhaustion, and declining academic motivation. The present study investigates the relationship between digital cognitive overload and motivation for foreign language learning among Generation Z students. A mixed-methods research design was employed, integrating quantitative surveys and qualitative semi-structured interviews among university students studying English as a foreign language. The findings demonstrate that excessive multitasking, constant online engagement, and informational saturation negatively influence intrinsic motivation, concentration, cognitive endurance, and sustained engagement in language learning. At the same time, structured and pedagogically moderated digital tools contribute positively to learner autonomy, communicative confidence, and interactive engagement. The study highlights the necessity of balancing digital integration with cognitive sustainability in modern foreign language education.
Author: Muhamedjanova, Rimma
Institution: Euroasian Multidisciplinary University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7165755586