Developing L2 productive language skills online and the strategic use of instructional tools

J. Scott Payne

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EFL/ESL Teaching and Learning English Language Learning and Teaching Foreign Language Teaching Methods

Abstract

Abstract Sequencing language production activities based on the inherent cognitive load of each activity type can improve student performance and self‐efficacy on high cognitive load language tasks like conversational speech (either face‐to‐face or via video chat). This ordering according to cognitive difficulty can scaffold learners in their development of second language (L2) productive skills. This article provides a research‐based rationale for this approach and includes several practical suggestions for how to design a rigorous and engaging online language course.

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1981A Cognitive Process Theory of Writing 1991Cognitive Load Theory and the Format of Instruction 2004TASK-BASED LANGUAGE LEARNING AND TEACHING 2004Task-Based Language Teaching 2002Cognitive load theory: implications of cognitive load theory on the design of learning 1995Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production 1994Using computer networking to facilitate the acquisition of interactive competence 2003Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development

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