Developing L2 productive language skills online and the strategic use of instructional tools
Bibliographic Data
| ID | 8937997 |
|---|---|
| Authors | J Scott Payne (Validity and Efficacy Research ACT Inc. Iowa City Iowa, corresponding author) |
| Year | 2020 |
| Volume | 53 |
| Issue | 2 |
| Pages | 243-249 |
| Publication date | 2020-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12457 |
| OpenAlex | W3035619112 |
| Language | EN |
| Citations received | 15 |
| References cited | 26 |
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
Cognition · Cognitive Load · Face (sociological concept · Instructional design · Linguistics · Multimedia · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Enhancing L2 Speaking Skills Through Technology
Transforming Foreign Language Education
Revisiting Identity Cues and Helpfulness Heuristics in Online Learning
Metacognitive instruction in technology-mediated TBLT
Duolingo
Teachers’ gestures in synchronous online language classrooms
Activity choice and perceptions
Remote teaching during Covid-19
Digital competence and online language teaching
Tertiary-level students’ L2 reticence in relation to teacher leadership in an English-medium classroom
Teaching and learning languages online
Role of Technology in Language Teaching and Learning amid the Crisis Generated by the Covid-19 Pandemic
Assisting and Mediating Interaction during Synchronous Online Language Lessons
Language anxiety and the online learner
Recommendations of ELT Students for Four Language Skills Development
Task-Based Language Teaching
Speaking
The Effects of Planning on Fluency, Complexity, and Accuracy in Second Language Narrative Writing
Restructuring Classroom Interaction with Networked Computers
Cognitive load theory
Cognitive Load Theory and the Format of Instruction
Planning and Focus on Form in L2 Oral Performance
Using computer networking to facilitate the acquisition of interactive competence
The effects of pre-task planning on L2 writing
Current Perspectives on Teaching the Four Skills
Utilizing Undergraduate Peer Teaching Assistants in a Speaking Program in Spanish as a Foreign Language
Peer‐Teaching Helps
Measuring oral proficiency in distance, face-to-face, and blended classrooms
| Unique citing works | 15 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 15 |