Reading English academic articles is the cornerstone of innovative medical education and scientific research. However, limited by both language and professional knowledge, many nonnative English-speaking undergraduate medical students have a fear of reading English academic articles. The purpose of this study was to explore whether cognitive load theory can be a useful guiding strategy to promote English medical education article reading among Chinese undergraduates, while also evaluating students' attitudes toward the reading activities and cognitive load entailed in the last article they read. In the reading activities, students needed to read 19 English academic articles that are closely related to their courses. A questionnaire was administered after the students finished reading the 19th article to determine their attitudes toward reading English medical education articles and the cognitive load involved in reading the 19th article. The results showed that students' overall perceptions of reading English medical education articles were positive. Most students felt that their ability to read English academic articles and related skills had improved. The mean scores for students' intrinsic and germane cognitive loads in reading the 19th article were 6.44 ± 1.81 and 6.92 ± 2.05, respectively. The mean score for the extraneous cognitive load was 2.31 ± 2.63. In conclusion, the cognitive load theory can serve as the basis for an effective strategy to guide English medical education article reading activities among undergraduates in China. Meanwhile, students' attitudes toward the reading activities were favorable, and they read the latest article within an acceptable cognitive load.