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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.
J. Scott Payne (Mon,) studied this question.