This talk will start with a brief review of strategy instruction (SI) studies and their limitations, especially large-scale quantitative studies using an experimental-control design which tend to yield a macro-level picture of SI. Then, we will describe a study demonstrating how qualitative methods using verbal report and observational techniques can assist researchers in obtaining details about the actual interactions between the providers of the SI and the recipients. In an effort to help language teachers better understand the dynamics of SI, participants will assume two different roles, as provider of SI and as recipient, with the focus of the SI being on fine-tuning comprehension and production of advanced academic vocabulary. Qualitative data will be collected from 10 pre-service teachers in both of their roles so that they are engaged at a meaningful level experientially. The intention is for the participants to better understand the processes of SI involved at the micro level. Follow-up interviews will be conducted with the teachers regarding their perception of strategy use from both perspectives. The talk will provide insights into the dynamics of hands-on SI and pedagogical implications for individualized approaches to its implementation.
