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This paper presents the findings of an intervention designed to examine the effects of affective strategy instruction on measures of second language proficiency and of self-efficacy. The participants in this study were 31 adult intermediate-level ESL learners registered in a full-time ESL program in a post-secondary institution in Canada. Two classes participated in this study; one received 12 hours of affective strategy training, and the second served as a comparison group. At Weeks 1, 5, 10, and 15, learners completed two sets of oral information-gap tasks: picture story narratives and object descriptions. Prior to each task, they provided scalar judgments of their ability to provide accurate descriptions. The data from the self-report questionnaires and from the transcripts of the audio-tapes were used to analyse students' perceptions of self-efficacy and their second language performance. The results are discussed with respect to the context in which the training was conducted.
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