Interactive Classroom Tool

EMI Cognitive Load Simulator

Adjust the pedagogical and linguistic factors below to observe how they interact to influence student cognitive load, linguistic harmonisation, and overall comprehension in an English-Medium Instruction (EMI) environment[cite: 7].

1. Instructor Inputs

Modify the delivery strategies and linguistic characteristics of the lecture[cite: 7].

Speech Pace Balanced

Too SlowOptimalToo Fast

Multimodality & Scaffolding Moderate

None (Text only)Extensive (Visuals, Glossaries)

Linguistic Interference (e.g. Heavy Accent, False Friends) Moderate

Neutral / ClearHigh Interference

Translanguaging / Shared L1 Use Balanced Support

English OnlyOptimal BalanceExcessive L1

Student Outcomes

Estimated Comprehension Level[cite: 7]

75%

Cognitive Load: Optimal

Linguistic Harmonisation Status

Developing Alignment[cite: 7]

Instructor and student linguistic representations are beginning to align. Continued scaffolding and feedback loops will enhance this[cite: 7].

Source: Prodanovic, M. & Crespo, B. (2026). Tuned for success: A case study on teacher-student alignment and cognitive demands in EMI environments. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 17(Special Issue 1), 557-580[cite: 7].