ABSTRACT
This study of six L2 learners’ concurrent and retrospective think-aloud reports, gathered as they completed a cloze passage, illustrates the usefulness of the procedure for researchers investigating learning and reception strategies. It further suggests that thinking-aloud can have specific practical benefits for L2 teachers since it provides detailed information about learners that can form the basis for remedial courses of action. Finally, it appears that thinking-aloud can assist L2 students to gain insights about themselves as learners, allowing them to control, monitor, and refine the strategies they apply to language learning tasks.
