Communication Strategy Use and Proficiency Level of ESL Learners

Ting, Su-Hie; Soekarno, Megawati; Lee, Phooi-Yan

doi:10.18823/asiatefl.2017.14.1.11.162

Cited by 4 publications

(4 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, research findings of this research show that the students' achievement has an effect on the use of communication strategies. It is supported by several previous studies (Ting et al, 2017;Yaman&Ozcan, 2015) that the learner's language proficiency levels are correlated with the occurrence of communication strategies. The students with low achievement employ communication strategies more frequently than those who have high achievement because they have a different level of the language difficulties.…”

Section: Other-repetitionsupporting

confidence: 68%

Communication Strategies Used by EFL Learners with Different English Achievements in Oral Communication

Nugroho¹

2019

ijoltl

View full text Add to dashboard Cite

This article aims to identify the communication strategies used by the learners with low and high English achievement in classroom oral communication and to describe the difference of the frequency of using communication strategies from low and high achievement learners. This research used a descriptive research. The researcher used a case-study design because the present research concentrated on communication strategies used by the learners with low and high English achievement in a specific setting. The 30 learners of the eleventh-grade learners at SMA Negeri 1 Malang was selected as research subject. The result showed that the learners employed 14 communication strategies. The mostly used by the learners was time-gaining strategy and followed by self-repetition, self-repair, appeal for help, code-switching, circumlocution, approximation, use of all-purpose word, other-repetition, message abandonment, other correction, topic avoidance, use of non-linguistic mean, and literal translation. This research also found that the learners with low English achievement used communication strategies more frequently than the learners with high achievement.

show abstract

Section: Other-repetitionsupporting

confidence: 68%

Communication Strategies Used by EFL Learners with Different English Achievements in Oral Communication

Nugroho¹

2019

ijoltl

View full text Add to dashboard Cite

show abstract

“…A number of researchers have adopted the OCSI to explore the CSs used by second and foreign language learners and possible factors, such as cultural background, L1, and anxiety, that influenced their strategy use (Huang, 2010;Ting et al, 2017;Zhang & Liu, 2013). These researchers also discovered a positive relationship between students with higher English proficiency and their use of CSs.…”

Section: Communication Strategiesmentioning

confidence: 99%

“…Studies investigating the relationship between English proficiency and the use of CSs in general English courses have shown that high-proficiency students adopt CSs more frequently than low-proficiency students (Huang, 2010;Ting et al, 2017;Zhang & Liu, 2013). The present study showed that students' overall CSs varied with their English proficiency in their EMI classrooms, and it also enhances the findings of previous studies by showing that CEFR B2 students adopt accuracy-oriented, fluency-oriented, and negotiation for meaning while speaking strategies more frequently than CEFR A2 students in EMI classrooms.…”

Section: The Predictive Power Of English Proficiency On Wtc and The I...mentioning

confidence: 99%

The Role of Goal Orientations and Communication Strategies in Willingness to Communicate in EMI Classrooms

Chou

2023

JLE

View full text Add to dashboard Cite

Background: In English-medium instruction (EMI) classrooms, goal orientations, strategies, and communication play pivotal roles in facilitating effective learning. Achievement goal orientations (AGOs) guide and control learner competence-relevant behavior in academic performance. Communication strategies (CSs) are communication aids for learners to cope with problems or breakdowns while speaking the target language. Strategic competence is an indispensable affective-cognitive factor that promotes learners’ willingness to communicate (WTC) in a target language. Purpose: This study aims to investigate the role of AGOs and CSs in predicting WTC and the effect of English proficiency on AGOs and CSs in EMI classrooms. Methods: An online questionnaire survey regarding the perception of AGOs, CSs, and WTC was conducted with 595 university students taking one EMI course in social science and humanity domains in Taiwan. The items were on a 6-point Likert scale ranging from ‘strongly disagree’ to ‘strongly agree’. Hierarchical multiple regression was adopted to predict WTC in EMI classrooms. One-way between-group MANOVAs were adopted to examine the individual and joint effect of English proficiency on the AGOs and CSs. Results: The hierarchical multiple regression model showed that task goal orientations and social affective strategies strongly and positively predicted the university students’ WTC in the EMI classroom. Performance-avoidance goal orientations and message reduction and alteration strategies were found to negatively predict WTC in EMI settings. Students’ English proficiency neither predicted their WTC nor affected their AGOs in the EMI classroom. High-proficiency students adopted accuracy-oriented, fluency-oriented, and negotiation for meaning while speaking strategies more frequently than low-proficiency students. Conclusion: It is suggested that a supportive and dynamic classroom environment with higher-order learning tasks involving cooperation, reflection, and objective assessment criteria can be incorporated into EMI programs. Besides, instruction in CSs and the use of multimedia teaching aids can facilitate EFL learners’ comprehension of subject-specific materials and encourage them to engage more in EMI classrooms.

show abstract

“…The concept of oral strategic competence has been used to introduce the communication strategies. Ting et al (2017) and Dula (2001) enumerated various strategies through different authors in order to show that these are an aid to solve communication problems and the development and learning of them favour the general communicative competence of the speaker.…”

Section: Introductionmentioning

confidence: 99%

A Research about Changes in Oral Productive Communication Strategies in English Mention Teaching Degree Students

Luque-Jiménez¹

2023

PortaLin

View full text Add to dashboard Cite

This research aims to provide information about changes that may occur on the strategies declared to solve oral production problems by future teachers of English as a foreign language in Primary Education according to Nakatani's Inventory of Oral Communication Strategies (2006). The participants are students of English Teaching, these belong to the University of Granada (UGR), the University of Malaga (UMA) and the María Inmaculada de Antequera (Málaga) Associated Teaching Center (CAMMIA). The data was taken in two stages or moments, at the beginning of the Mention of English and at the end of it. In this research, a descriptive study is carried out for the initial phase, since the number of volunteer participants was greater than in the final sample. For the final sample, the results were statistically analyzed and compared. Only in strategies number 3 and 5 some significant changes take place. There have also been changes in the other types of strategies, although no significant changes have been obtained. It could be concluded that perhaps a specific instruction during the Mention would have contributed to the greater differences between the use of this type of strategies between the moment the Mention began and the moment it ended.

show abstract

Communication Strategy Use and Proficiency Level of ESL Learners

Cited by 4 publications

References 22 publications

Communication Strategies Used by EFL Learners with Different English Achievements in Oral Communication

Communication Strategies Used by EFL Learners with Different English Achievements in Oral Communication

The Role of Goal Orientations and Communication Strategies in Willingness to Communicate in EMI Classrooms

A Research about Changes in Oral Productive Communication Strategies in English Mention Teaching Degree Students

Contact Info

Product

Resources

About