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

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.

Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context

“…determined the influence asynchronous collaborative writing practice has on EFL course satisfaction. Payne ( 2020 ) states that some learning activities are more productive online, particularly for learners who are less satisfied performing and making mistakes in front of their peers. Cognitive load is less with asynchronous text discussion, and this was due to the lack of opportunity in video-synchronous mediated communication to go back and review instructions.…”

“…Cognitive load is less with asynchronous text discussion, and this was due to the lack of opportunity in video-synchronous mediated communication to go back and review instructions. Specifically, as clarified by Payne ( 2020 ), building a weekly progression of activities initiating with the learners with lower cognitive load and developing to those with the higher-cognitive load, for example, instructors could start with an asynchronous writing task with sufficient opportunity for pre-task preparation shadowed by an opportunity for peer feedback and a self-assessment that can prepare them for an authentic synchronous video conference or text chat event. This process and progression of implemented instructional tasks can prepare learners to be comfortable, regardless of time limitations, in a synchronous discussion as they have practiced and collected some vocabulary needed to deliver their perspectives and to practice expressing their thoughts without time pressure.…”

“…In learner-content interaction, the content is the subject matter to be learned (Moore and Kearsley 1996 ) and are either external (e.g., learning new vocabulary or grammar function) or internal (e.g., examining his or her assumptions about subject material). The LMS provided high levels of interactions with asynchronous writing practice among learners at the expense of less cognitive load than video-synchronous speaking practice because students have time to review instructions, organize ideas, and prepare their writing (Payne 2020 ).…”

“…With videoconference platforms like Zoom, this is accomplished through simultaneous breakout room sessions where students practice conversations with one another. Payne ( 2020 ) asserts on the significance of the sequencing activities in a weekly development from those with the lower cognitive load to more challenging tasks requiring learners to process and practice the language in authentic context can create enhanced learning outcomes and offer an instructional routine that can be supportive for online learners.…”

“…Discussion forums have been used extensively in blended and fully online courses for decades (Saeed and Ghazali 2017 ). Online discussion forums are popular interactive tools used for educational purposes (Payne 2020 ). An advantage of online discussion forums is that text-based communication allows time for reflection, critical thinking, and self-awareness (Saeed and Ghazali 2017 ).…”