The purpose of this study is to examine the effects of English oral presentation strategy training (OPST) in EFL contexts. For this study, eight university students of 4 high and 4 low proficiency level are selected. The participants were provided with an OPST over 5 weeks including 8 times of training. During the OPST, the participants learned 25 strategy, 17 verbal and 8 non-verbal strategies. The verbal strategies were again divided into two parts: general verbal strategies and genre specific strategies. For the validity of the present study a “triangulation” was achieved through the use of video recording, classroom observation, questionnaire, in-depth interview, and the native English speaker’s evaluation. The results of the study demonstrated that the participants showed some improvement in the use of presentation strategies, especially organizational and verbal components of the strategies rather than nonlinguistic components. The proficiency level of the participants had an effect on the frequency of use of strategies after the OPST. Overall, the OPST was found to have positive effects on the participants’ attitude toward English oral presentations. On the basis of the results of the study, some teaching implications for improving presentation skills in university EAP contexts are provided.

The purpose of this study was to explore the effectiveness of strategy training in teaching English for Korean elementary school students. It also attempted to provide some empirical data for more successful strategy training in elementary English education. Sixty six fifth grade elementary school students from two intact classes (33 each) participated in the study as the experimental group and the control group. For 17 weeks, the experimental group was given strategy training in addition to traditional instruction, while the control group was taught in the traditional way only. Some of the major findings are as follows: 1) Strategy-trained group did not show significantly better improvement over the traditionally-taught group in their English proficiency; 2) Strategy-trained group used all categories of learning strategy significantly more frequently at the end of the experimental period than traditionally-taught group; 3) Both the quantity and quality of strategy use was affected by the learner's English proficiency. From these results it was concluded that a strategy training program for elementary school English learners could be fruitful and viable. Suggestions for further studies are presented along with limitations inherent in the present study.