Developing L2 productive language skills online and the strategic use of instructional tools
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 diffic...
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| Published in | Foreign language annals Vol. 53; no. 2; pp. 243 - 249 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Alexandria
Wiley-Blackwell
01.06.2020
American Council on the Teaching of Foreign Languages |
| Subjects | |
| Online Access | Get full text |
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| 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.
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. |
|---|---|
| AbstractList | 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. 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. 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. 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. |
| Author | Payne, J. Scott |
| Author_xml | – sequence: 1 givenname: J. Scott surname: Payne fullname: Payne, J. Scott email: scott.payne@act.org organization: ACT Inc |
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| Cites_doi | 10.1017/CBO9780511667336 10.1111/j.1540-4781.2009.00858.x 10.1111/bjet.12512 10.1207/S15327809JLS0904_3 10.1017/S0272263199001047 10.1016/S0959-4752(01)00014-7 10.1017/S0267190500003585 10.5539/elt.v6n12p1 10.1016/S0360-1315(02)00129-X 10.1017/S0272263104261034 10.2307/356600 10.1016/j.sbspro.2011.11.445 10.1207/s1532690xci0804_2 10.1111/1540-4781.00184 10.1515/9783110197372.3.433 10.1111/j.1944-9720.2005.tb02520.x 10.1111/j.1944-9720.1975.tb01531.x 10.4324/9781315103037 10.1111/j.1540-4781.2008.00789.x 10.7551/mitpress/6393.001.0001 10.1016/j.system.2016.08.011 10.1111/j.1540-4781.1995.tb05445.x 10.2307/40264513 10.1016/0346-251X(94)90037-X |
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| Copyright | 2020 American Council on the Teaching of Foreign Languages Copyright American Council on the Teaching of Foreign Languages Summer 2020 |
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| SubjectTerms | 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 |
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| Title | Developing L2 productive language skills online and the strategic use of instructional tools |
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