Learner‐Focused Strategy Instruction From the Teachers’ and the Learners’ Perspective

ABSTRACT Numerous large‐scale quantitative studies have been conducted to yield a macro‐level picture of the effectiveness of strategy instruction. However, little is understood about learners' actual processing of strategy instruction and interaction with the teachers delivering it. In light of this, this study examined the dynamics of tertiary‐level vocabulary strategy instruction from both the teacher's and ESL learner's perspectives. Twelve developing teachers (collaborative peers) reflected out loud as to the strategies that they selected when assuming the role of teacher on the one hand and that of learner on the other in one of the six dyads. Think‐aloud, introspective, and retrospective verbal report data were analyzed to provide an in‐depth understanding of participants’ experiences. Findings revealed that interactive vocabulary strategy instruction sessions expanded the strategy repertoire of all participants for fine‐tuning academic vocabulary and enhanced their metacognitive awareness as to how to be more strategic. The dyadic design engendered reciprocal learning, and underscored the individual differences among the learners in the study regarding their strategic behaviors. The study offers insights into implementing learner‐focused strategy instruction to address the needs of diverse learner groups.