Communication strategies interlocutors use to avoid or resolve potential problems in face-to-face (FTF) and computer-mediated interactions can facilitate English learners' second language acquisition (SLA) (Smith, 2003). Such strategies are beneficial because they encourage English learners to practice the second language (L2), learn vocabulary, and notice new grammatical structures (Long, 1996). Few studies have compared speakers' communication strategies in different modes and their effects on second language learning. This study addresses this gap by investigating how FTF and text-synchronous computer-mediated communication (SCMC) task based interactions impact the use of communication strategies, and to what extent native speakers (NSs) and L2 English learners differ regarding frequency and types of communication strategies used in both modes. Twelve participants were randomly paired to form six NS-L2 learner dyads. They completed a jigsaw task in each mode. Grounded theory was used to compare both modes. Findings revealed that FTF interactions promoted more communication strategies than text SCMC, and regarding the number of strategies, NSs produced fewer than L2 learners. NSs and L2 learners differed regarding how frequently they applied certain communication strategies. To facilitate SLA, the findings suggest that teachers should teach NSs and L2 English learners how to implement communication strategies and engage them in FTF and text-SCMC interactions to encourage the use of these strategies.