This talk reports on an experiment evaluating
learners’ use of CSs in an information-gap style speaking task. An analysis of speaking times, information-gap responses, and results from post-task comprehension
questions showed the experimental group to significantly outperform the control group with regard
to (a) communicative efficiency and (b) accuracy. Experimental group participants’ self-reports of
strategy use during the speaking task, and audio recordings of conversations of both groups provided
additional insights into students’ use of CSs. The presenters will end with a discussion on the
implications of their findings for English language teachers, and provide practical examples of activities
that teachers can implement to provide opportunities for their learners to develop their use of CSs
further.
