This paper reports on a small-scale study that was the first to explore raising second-language (L2) learners' awareness of speaking strategies as mediated by three modalities of task-specific reflection--individual written reflection, individual spoken reflection, and group spoken reflection. Though research in such areas as L2 writing, teacher's development, and distance learning has supported the value of reflection, especially in the form of individual writing, no research has explored L2 learning through different types of reflection. The study examined 20 intermediate L2 learners' reported strategic behaviours, how the strategic behaviours differed depending on the particular modality of reflection they used, and the relationship between participants' reported strategic behaviours and their oral language production. From a pedagogical perspective, the findings offer instructors information about learners' strategic behaviours and about how various types of language-learning classrooms can incorporate different modalities of reflective practice that enable learners to develop a metacognitive awareness of their ongoing learning. (Contains 1 figure and 4 tables.)