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ERIC Number: EJ924055
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0826-435X
Implementing Communication Strategy Instruction in the ESL Oral Classroom: What Do Low-Proficiency Learners Tell Us?
Lam, Wendy Y. K.
TESL Canada Journal, v27 n2 p11-30 Spr 2010
This article reports findings from a strategy intervention study involving a treatment class (N=20) and a comparison class (N=20) in an ESL oral setting. Oral communication strategies were taught to the treatment class. A data-collection method comprising stimulated recall interviews that aimed to investigate respectively the learning process (i.e., strategy use) and the learning product (i.e., task performance) was employed. The findings indicate that strategy instruction might affect low-proficiency students more than high-proficiency students in terms of both strategy use and task performance. The article concludes with pedagogic implications for communication strategy instruction. (Contains 4 tables.)
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong