Identifying Negotiation for Meaning Strategies Among Low Proficient Learners

Abstract

Drawing on Long's (1985 cognitive and Vygotsky's (1978) sociocultural theory, this study used peer interaction to identify conversational interaction strategies that low proficient learners employ when completing communicative tasks. This study was conducted to document negotiation for meaning strategies when low proficient learners who study in a private EMI university were completing communicating tasks. The results of this study explained that the learners preferred to use confirmation checks and clarification requests to negotiate for meaning, where these findings were not much different from previous studies. However, this present study is expected to provide insights to language teachers on how these tasks can provide opportunities for low proficient learners to practice and develop their oral skills with the assistance of their peers.