The Effects of Communication Strategy Training on Speaking Task Performance

Brett Milliner, Blagoja Dimoski

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.

RELC Journal

SAGE

1

20

https://doi.org/10.1177/00336882221085781

https://doi.org/10.1177/00336882221085781