J Scott Payne
Biographic Data
| ID | 4009927 |
|---|---|
| NAME | J Scott Payne |
| GIVEN NAMES | J Scott |
| FAMILY NAME | Payne |
| SIGNATURE | PAYNE J S |
| AFFILIATIONS | Validity and Efficacy Research ACT Inc. Iowa City Iowa |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
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 difficulty can scaffold learners in their development of second language (L2) productive skills. This article provides a research‐based rationale for this a…
What makes students click: Working memory and look-up behavior
What makes students click: Working memory and look-up behavior
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 difficulty can scaffold learners in their development of second language (L2) productive skills. This article provides a research‐based rationale for this a…
What makes students click: Working memory and look-up behavior
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 difficulty can scaffold learners in their development of second language (L2) productive skills. This article provides a research‐based rationale for this a…
Cognition (2 works) · Computer Science (2 works) · Linguistics (2 works) · Multimedia (2 works) · Psychology (2 works) · Second Language Acquisition and Learning (2 works) · Cognitive Load (1 works) · Cognitive psychology (1 works) · Comprehension (1 works) · EFL/ESL Teaching and Learning (1 works)