This study examines one aspect of task-based language instruction, an increasingly popular approach, which provides learners practice in performing communicative acts in English and which promotes learners' ability to use communicative strategies when problems are encountered (Long 1983; Pica 1996; Tarone & Yule 1995). This study addresses the question of whether or not a video of native speakers of English (NSE) interacting during a jigsaw task positively affects the communicative strategies of English as a Second Language (ESL) learners involved in a similar task. Two experiments were conducted. A video model showing two NSE using communicative strategies including confirmation and comprehension checks during a jigsaw task was shown to ten advanced learners of English before they performed a similar task. This group was compared with a control group of learners (N = 10) who were not shown the video. The second experiment examined how modeling may affect different proficiency levels. Twelve Korean students had a high proficiency level (mean = 601 on TOEFL) and Eight Korean students had a lower proficiency level (mean = 516 on TOEFL). For the data analysis, the utterances of participants during interaction were transcribed, and three communicative strategies (clarification requests, confirmation/comprehension checks) were coded and analyzed. The results indicate that modeling appeared to increase the communicative strategies of the experimental groups, with an apparently stronger influence on the high proficiency learners. The results suggest that video modeling of communicative strategies may be an effective method for enhancing the teaching of ESL/EFL communication strategies.