<![CDATA[Oral presentations in Content Language Integrated Learning (CLIL) environments often impose cognitive demands, as students are required to process subject content and express it in a foreign language. Although research on CLIL-based speaking activities is rapidly increasing, few studies have explored the cognitive challenges and self-regulatory strategies of research students during oral presentation tasks, especially through the lenses of Cognitive Load Theory and Self-Regulated Learning Theory at higher education levels. Therefore, this study aims to investigate university students’ cognitive challenges and self-regulatory strategies in conducting oral presentations through a CLIL-based course. The study employs a qualitative case study to gain a deeper understanding of students’ experiences. The study took place at an undergraduate English Education program at a state university in Semarang, Indonesia, focusing on the English Course Management course. Furthermore, a triangulation is used to reduce the risk of misinterpretation as it utilizes a questionnaire, semi-structured interviews, and document analysis to collect the data. Additionally, thematic analysis is used to identify recurring themes. The finding indicates three interrelated cognitive challenges: unfamiliarity with business and management vocabulary, the dual-processing burden of simultaneously managing language accuracy and content delivery, and psychological pressure as a downstream consequence of accumulated cognitive overload. Thus, three self-regulatory strategy clusters were identified across the SRL cycle: proactive forethought strategies, real-time performance strategies, and post-presentation self-reflection. Therefore, teachers are recommended to integrate pre-presentation vocabulary scaffolding activities to reduce students’ cognitive load, while incorporating self-regulatory strategies into the CLIL curriculum to support students' adaptive preparation. ]]>
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