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This article reviews the multimedia instructional design literature based on cognitive load theory (CLT) in the context of foreign language learning. Multimedia are of particular importance in language learning materials because they incorporate text, image, and sound, thus offering an integrated learning experience of the four language skills (listening, speaking, reading, and writing). This use of multimedia, however, presents a challenge to instructional designers as to how the varied forms of media should be integrated to develop the best materials that facilitate learning without imposing a heavy cognitive load. This review provides a theoretical framework on CLT and examines the current research on the issue. Topics for further research are proposed for the benefit of foreign language learners.
