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.
