| This dissertation presents data from a classroom-based study designed to investigate the effects of strategy instruction on the oral performance of English as a second language (ESL) learners and on their perceptions of motivation. The learners were adults registered in a full-time intermediate ESL program in Canada. Two oral communication tasks were administered at pre-test, post-test, delayed post-test, and follow-up administrations over 15 weeks to three groups: a comparison group, a communication strategy instruction group, and an affective strategy instruction group.; The dissertation consists of four papers, each of which focuses on a particular aspect of the study. The first paper outlines challenges that arose during the research project. I discuss the contextual limitations imposed by intact classes, as well as complexities involved in teacher and student participation, data collection, choice of tasks, data analysis, and ethical considerations. Research manuals are examined to determine the attention directed to the second language acquisition research issues confronted in this study. Finally, additional sources of support are proposed to strengthen second language classroom-based research by novice researchers and classroom teachers.; The second paper reports results from the communication strategy (paraphrase) training study. Participants in the comparison and treatment groups performed two oral communication tasks on four occasions. Data from these tasks were used to investigate the effects of strategy training on learners' use of communication strategies, communicative effectiveness, and self-efficacy. Findings showed a direct effect of instruction on the range of communication strategies employed in the tasks.; The third paper reports the effects of affective strategy instruction (e.g., anxiety reduction, positive self-talk) on learners' second language productions (narrative descriptions and object descriptions) and their perceptions of self-efficacy. The affective nature of the ESL classroom environment is seen as the determining factor in decisions to implement affective strategy instruction.; The fourth paper reports the results of self-assessment questionnaires completed by all participants at each task administration. Learners responded to questions regarding their perceptions of self-efficacy; causal attribution; and language learning attitudes and motivation. The chapter includes an examination of the limitations of self-report instruments administered to learners from mixed language backgrounds. |
