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.

中文翻译：

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在线开发 L2 生产性语言技能和教学工具的战略使用

根据每种活动类型的固有认知负荷对语言生产活动进行排序，可以提高学生在高认知负荷语言任务（如会话语音（面对面或通过视频聊天）中的表现和自我效能感）。这种根据认知难度进行排序可以帮助学习者发展第二语言 (L2) 的生产技能。本文为这种方法提供了基于研究的基本原理，并包括一些关于如何设计严谨且引人入胜的在线语言课程的实用建议。