While strategy instruction research generally focuses on the effect of the teaching on learners’ use of the strategies targeted for instruction, the present study examines the ‘wash over’ effect on learners’ use of pre-existing, non-target strategies. The study involved a treatment class and a comparison class in the ESL oral classroom in Hong Kong. A quasi-experimental design was adopted in which the treatment class received metacognitive strategy instruction to enhance students’ ability to manage English group discussion tasks. A data collection method comprising observations and stimulated recall interviews that aimed to tap respectively overt strategy use and covert strategic thoughts was employed. The findings indicate that, for the treatment class, while there seemed to be no ‘wash over’ effect from target to non-target strategies in the frequency of use of the whole sample of non-target strategies over time, there were increases in the frequency of use of individual, non-target strategies that were pertinent to the specific nature of small group discussion tasks. The findings are discussed with respect to the differential and desirable effects of the strategy teaching and to the relationship between task type and strategy choice. Implications for strategy instruction will also be drawn.
(2005) Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 251, 112–130.
Cohen, Andrew D.
(1998) Strategies in learning and using a second language. London: Longman.
Cohen, Andrew D.; Weaver, Susan J.; Li, Tao-Yuan
(1998) The impact of strategies-based instruction on speaking a foreign language. In Cohen, Andrew D. (ed.). Strategies in learning and using a second language. 107–156. London: Longman.
(2005) Strategy instruction in language learning: a systematic review of available research. In Research evidence in education library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Retrieved January 14, 2008, from [URL]
Lam, Wendy, Y. K.
(2004) Developing English speaking skills in the secondary classroom: A pilot project [CD-ROM]. Hong Kong: The Hong Kong Institute of Education.
Lam, Wendy. Y. K.
(2009) Examining the effects of metacognitive strategy instruction on ESL group discussions: a synthesis of approaches. Language Teaching Research, 13(2), 129–150.
Macaro, Ernesto
(2006) Strategies for language learning and for language use: revising the theoretical framework. The Modern Language Journal, 901, 320–337.
Macaro, Ernesto; Erler, Lynn
(2008) Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics, 291, 90–119.
Nakatani, Yasuo
(2005) The effects of awareness-raising instruction on oral communication strategy use. The Modern Language Journal, 891, 76–91.
Nakatani, Yasuo; Goh, Christine
(2007) A review of oral communication strategies: Focus on interactionist and psycholinguistic perspectives (pp.207–227). In Andrew D. Cohen and Ernesto Macaro (eds), Language learner strategies. Oxford: Oxford University Press.
O’Malley, J. Michael; Chamot, Anna Uhl
(1990) Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, Rebecca; Cho, Yunkyoung; Leung, Santoi; Kim, Hae-Jin
(2004) Effect of the presence and difficulty of task on strategy use: an exploratory study. International Review of Applied Linguistics, 421, 1–47.
Rubin, Joan
(2005) The expert language learner: a review of good language learner studies and learner strategies. In Keith Johnson. (ed.), Expertise in second language learning and teaching, (pp. 37–64). Amsterdam: John Benjamins.
Rubin, Joan; Chamot, Anna Uhl; Harris, Vee; Anderson, Neil J.
(2007) Intervening in the use of strategies. In Andrew D. Cohen and Ernesto Macaro. (eds) (2007) Language learner strategies: thirty years of research and practice, (pp. 141–160). Oxford: Oxford University Press.
Wenden, Anita
(1998) Metacognitive knowledge and language learning. Applied Linguistics 191, 515–537.
Cited by
Cited by 4 other publications
Diaz, Itala
2015. Training in Metacognitive Strategies for Students’ Vocabulary Improvement by Using Learning Journals. PROFILE Issues in Teachers' Professional Development 17:1 ► pp. 87 ff.
Harputlu, Leyla & Eda Ceylan
2014. The Effects of Motivation and Metacognitive Strategy Use on EFL Listening Proficiency. Procedia - Social and Behavioral Sciences 158 ► pp. 124 ff.
Oliver, Rhonda, Honglin Chen & Stephen Moore
2016. Review of selected research in applied linguistics published in Australia (2008–2014). Language Teaching 49:4 ► pp. 513 ff.
2014. The Use of Indirect Strategies in Speaking: Scanning the MDAB Students. Procedia - Social and Behavioral Sciences 123 ► pp. 204 ff.
This list is based on CrossRef data as of 28 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.