Keyword: «cognitive psychology»

The relevance of this study is stipulated by the wide application of artificial intelligence technologies across various fields, including education, and, more specifically, foreign-language teaching. This practice is grounded in the concept of cognitive offloading associated with the use of external tools (in this case AI) to reduce the load on a person’s working memory. On the one hand, that frees up cognitive resources by providing users with ready-made solutions and quick answers; on the other hand, it reduces the need to engage with the mental operations that underlie critical thinking. The aim of the article is to describe the notion of cognitive offloading as it applies to English teaching at tertiary level. Since the study is grounded in cognitive psychology, cognitive load theory plays a significant role. Within this paradigm the learning process is built on the interaction of working memory and long-term memory and involves the transfer of information from working memory to long-term memory through the construction of schemas. Consequently, this theory is important for designing an effective instructional system that accounts for the limitations of working memory. The main points of the study also align with the concept of desirable difficulties, which justifies the need to overcome challenges in order to master knowledge. The key findings of the article are summarised in the formulation of alternative solutions for foreign language teaching practice that promote beneficial cognitive offloading aimed at activating critical thinking. The article also emphasizes the important role of instructional design in preparing future professionals for the reality in which AI is used ubiquitously. It identifies strategies for the rational use of AI technologies that can be applied in university English classroom: reducing extraneous cognitive load, building cognitive schemas, implementing multiple representations, organizing active cognitive processing, and organizing retrieval practice. The theoretical significance of the article lies in its contribution to the comprehensive study of the role of artificial intelligence in the educational process, particularly in foreign language teaching. The practical significance resides in the possibility of enriching teachers’ practice with strategies to counteract detrimental cognitive offloading. These strategies can be applied within English courses across various educational contexts, tailored to the goals and needs of learners.