In my French immersion experience, I often relied on encoding strategies such as mnemonic devices, which helped me connect new vocabulary with vivid images. For instance, linking "chapeau" (hat) to a cartoon character with a large hat reinforced the term through visualization. I used flashcards and spaced repetition to support memory consolidation and self-testing to strengthen recall. These techniques reflect elaborative rehearsal and retrieval practicecentral tenets of IPT. When tackling grammar rules such as reflexive verbs or irregular conjugations, I experienced cognitive overload. Cognitive Load Theory, an extension of IPT, posits that working memory has a limited capacity and can become overwhelmed by complex tasks (Sweller, 2019). To manage this, I simplified learning by focusing on one rule at a time, integrating visual cues and using real-world examples. This approach reduced extraneous load and allowed me to process grammar rules more effectively. IPT also emphasizes metacognitionthe ability to monitor and adjust one's learning strategies. I kept a study journal to track new vocabulary, identify recurring errors, and reflect on what techniques worked best. This process of self-regulation helped me develop more effective study habits and cope with learning setbacks. Research by Dunlosky and Metcalfe (2009) supports this view, showing that learners who use metacognitive strategies are more likely to retain and apply new information