The instruction or rubric is very important to any language training activity. It generally tells the language learner how to do a task. It is the first item that the learner will engage with. For example, in the following example, the interaction is described, as well as what the learners are expected to do. It is self-explanatory, and the trainer will only have to model the first question for weaker students.
Learning how to write clear, concise instructions for language training tasks is essential. Unfortunately, a lot of material writers will neglect the importance of this. For example, you have been asked to edit materials for an A2 English class. A matching task in the lesson has the following instruction line:
We kindly request that you review both columns carefully and take the time to make connections between the words in column A and the words in column B. It is important to ensure that each word is properly matched and that you have considered the relationship between the words before making a final decision. 😲
That is pretty confusing, isn’t it? Now, compare this to a simplified “edited” version.
Match the words in column A with the words in column B. 😊
This is easy and faster to understand. Let’s look at the differences in a bit more depth:
| Criteria | Complex Version ❌ | Simple Version ✅ |
| Clarity | Uses vague and wordy phrasing like “review carefully”, “consider the relationship”, “make a final decision” | Uses a clear action verb: “Match” |
| Length | 42 words — requires unnecessary time for the brain to process | 10 words — processed almost instantly |
| Vocabulary difficulty | Includes B2–C1 phrases like “establish connections”, “contextual relationship”, “ensure proper matching” | Uses A1–A2 vocabulary appropriate for the CEFR level |
| Tone | Overly formal and impersonal (“we kindly request…”) | Informal instructional style |
| Focus | Burdens the learner with meta-cognitive processes (analyzing relationships, considering finality of decision) | Focuses directly on the action needed: matching |
| Cognitive load | High germane load — learners use working memory to decode the instruction instead of preparing to do the task | Low germane load — allows immediate transition to the task |
With the simple version, learners focus their energy on the task, not on decoding what the teacher means. This is where the concept of cognitive load comes in. This is the mental effort needed to process learning material. If your instructions are too wordy, vague, or complex, the load increases, and learners have fewer cognitive resources left for the actual task. In this scenario, no learning can take place.
What are the magic ingredients of good instructions? They are Clarity, Length, Relevance, and Consistency. Let’s look at these individually.
Clarity
This reduces cognitive load because the students can focus on doing the task and not wasting time deciphering the difficult instructions.
Tips:
- Consider the CEFR level of the students and tailor the instructions accordingly. Don’t use language which is more difficult than the level you are writing for.
- Use a limited subset of verbs for all of your instructions. For example, verbs like match, complete, connect, read, write, listen, and use.
- Use the imperative form, and avoid unnecessary grammatical complexity like the passive voice and relative clauses.
Length
The purpose of instruction is not to teach language; it is to explain how to do a task. Students can focus on the task a lot better if they use fewer of their cognitive resources trying to understand a long and complex instruction. A beginner mistake for material writing is to start teaching the language in the instruction!
Tips:
- If you find you need to write a very long instruction, perhaps you should simplify the activity rather than the instruction.
- If activities are too complex, it makes sense to break them up so that different instructions are used at different stages.
- A good yardstick for length is:
- Each instruction line should contain one, at most two action verbs.
- Generally, the instruction line should contain only one or two sentences. Of course, there are exceptions like more complex production tasks, which may require more detailed instructions with three or four sentences.
- Sentences should be limited in length, so seven, plus or minus two words, is a good benchmark.
Relevance
The instruction’s content should only contain really necessary words, not irrelevant words or items that could easily be omitted. If an instruction is embedded in unnecessary background information, it is much less likely to be understood.
Tips:
- Highlight an instruction in bold to stand out from other information relating to the task.
- Place the instruction before the stages of an activity that it relates to.
- Separate contextual information and instructions so that they can be processed separately.
Consistency
It is important that if an instruction is used for a task type, the same instruction is used when the task reoccurs. If the student is familiar with the words and structure, they are more likely to understand the task. Germane cognitive load is increased when students are confronted with an entirely new format which they are not familiar with.
Tips:
- Always use the same instruction for the same type of task. This aids consistency.
- Create an approved list of instructions before you begin writing your project.
Our goal is to write tasks appropriate for the learners’ language proficiency so that they are not frustrated or overwhelmed by what they have to do. Consider the following instruction:
You are going to be reading the conversation aloud and you will probably notice that there are a lot of gaps. You need to complete the empty sections with the phrases in the box. Then you are going to have to listen to an audio track and make any necessary corrections to your responses.
Are you feeling frustrated when you read that? There are a lot of things wrong with this example:
- long sentences beginning with the subject pronoun
- irrelevant content
- complex grammar structures
- uncertainty
It is hard even to know what kind of task is required, and the learners’ entire cognitive resources will be used to decipher this long instruction. Germane load will be through the roof, and there won’t be any cognitive resources left to do the actual task. The simple version is astoundingly short and effective. It is clearly broken into two stages, the imperative is used, and it is clear and to the point:
Complete the conversation with the words or phrases in the box. Then listen and correct your answers.
Remember that clear instructions ensure learners can understand and complete your assignment effectively. Language teachers should also explain tasks in a similar way and not overcomplicate the materials they are using.
Image by Harish Sharma from Pixabay
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