Revisiting ‘think aloud’ in language learner strategy research

Abstract

This article revisits the use of the term ‘think aloud protocols’ (TAP) as used in second language (L2) research studies as a means for collecting verbal report (VR) data dealing with language learner strategies (LLS). Given that there continue to appear L2 studies that use TAP without differentiating the actual type of VR that is involved, this study investigated the extent to which it makes a difference if the researchers fine-tune the types of VR responsible for yielding the given cognitive processing data. The study was conducted at the university level as part of an effort to investigate the dynamics of vocabulary strategy instruction (VSI) from different angles. Non-native-English-speaking developing teachers generated VR about the strategies that they selected when assuming the role of both tutor and student in one of six dyads. The VSI was focused on fine-tuning the students’ comprehension of vocabulary used in academic writing. The findings highlighted how different types of VR not only helped elicit strategies but also clarified participants’ verbalized thoughts, facilitated self-evaluations of strategies, and prompted reflection about areas for improvement. This study suggested that there is value in utilizing different types of VR in order to obtain a more robust measure of the cognitive processes involved in strategizing about word meanings, while at the same time calling attention to the complexities of strategy dynamics. The article ends with suggestions for future research and with pedagogical implications, such as that of enlisting different types of VR as a means by which teachers can demonstrate to learners the multifaceted nature of VSI.