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

• Published in: Foreign language annals Vol. 53; no. 2; pp. 243 - 249
• Main Author: Payne, J. Scott
• Format: Journal Article
• Language: English
• Published: Alexandria Wiley-Blackwell 01.06.2020; American Council on the Teaching of Foreign Languages
• Subjects: best practices; blended/hybrid learning; Cognitive Ability; Computer Mediated Communication; computer‐assisted language learning; Difficulty Level; distance learning; Expressive Language; Instructional Design; Language Acquisition; Language Skills; Learning Strategies; Online Courses; Scaffolding (Teaching Technique); second language acquisition; Second Language Instruction; Second Language Learning; Self Efficacy; Skill Development; Speech Communication; Task Analysis; Teaching Methods; Video Technology
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/flan.12457

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. The Challenge Is the only way to improve L2 speaking skills by practice speaking? What if this weren't the case? This article presents a research‐based rationale for sequencing language production tasks to promote cross‐modality transfer of skill from writing to speaking in both distance and face‐to‐face learning contexts.