The Effects of Communication Strategy Training on Speaking Task Performance

Abstract

This classroom study evaluates the effectiveness of pre-teaching communication strategies before learners undertake an information-gap speaking task. A convenience sample of 67 first-year students taking mandatory English classes at a private Japanese university was subject to one of two instructional approaches. The experimental group (n=37) undertook a pre-task communication strategy awareness activity coupled with a video modeling the ensuing information-gap task and communication strategies, while the control group (n=30) received no pre-task training. An analysis of speaking times, task worksheets and audio recordings of conversations indicated that the experimental group significantly outperformed the control group in task accuracy and communicative efficiency. In addition, a review of experimental group conversations indicated that most participants implemented the six targeted communicative strategies multiple times throughout the speaking task. Major implications for foreign language teachers include the value of pre-task modeling and communication strategies awareness-raising to help learners overcome disconnects in communicative tasks. Further, this study demonstrates the utility of information-gap speaking tasks for: (a) practicing communicative strategies; and (b) developing learners’ communicative competencies for real-world English as a lingua franca contexts.

The Role of Goal Orientations and Communication Strategies in Willingness to Communicate in EMI Classrooms

“…Another two intriguing topics prevailing throughout CS research are the effects of (1) speaking tasks on strategy use (e.g., Chou, 2021;Barkaoui et al, 2013) and (2) strategy instruction on increasing speaking ability and WTC in L2 and foreign language classrooms (e.g., Goh & Burns, 2012;Milliner & Dimoski, 2022;Mirsane & Khabiri, 2016). Researchers have discovered that strategy instruction has a significant and positive impact on students' overall speaking performance and the use of problem-solving, interaction, and communication strategies (Goh & Burns, 2012;Milliner & Dimoski, 2022). Additionally, teaching CSs to EFL learners was found to enhance students' WTC in class (Mirsane & Khabiri, 2016).…”