Effects of reciprocal peer feedback on EFL learners’ communication strategy use and oral communication performance

This article reports findings from a strategy intervention study involving a treatment class (N=20) and a comparison class (N=20) in an ESL oral setting. Oral communication strategies were taught to the treatment class. A data-collection method comprising stimulated recall interviews that aimed to investigate respectively the learning process (i.e., strategy use) and the learning product (i.e.,task performance) was employed. The findings indicate that strategy instruction might affect low-proficiency students more than high-proficiency students in terms of both strategy use and task performance. The article concludes with pedagogic implications for communication strategy instruction.

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The Use of Speaking Strategies by Pre-Service EFL Teachers

ELOPE English Language Overseas Perspectives and Enquiries ◽

10.4312/elope.16.2.15-31 ◽

2019 ◽

Vol 16 (2) ◽

pp. 15-31

Author(s):

Jelena Filipović ◽

Alenka Mikulec ◽

Ivana Cindrić

Keyword(s):

Prospective Teachers ◽

Oral Communication ◽

Strategy Use ◽

Language Teachers ◽

Communication Strategy ◽

Language Competence ◽

Factors Associated ◽

Speaking Proficiency ◽

Efl Teachers ◽

Early Starters

Speaking is a language skill that dominates the notion of communicative language competence. Language teachers, especially early starters’ pre-service teachers, should undergo very intensive programmes of pronunciation practice as they will in many cases present the only models for their learners to imitate (Vilke 1993). To develop such fluency in speaking and propositional accuracy, students and prospective teachers should not only use but also be aware of a range of speaking strategies. This study examines pre-service EFL teachers’ perceived use of speaking strategies, as defined in the Oral Communication Strategy Inventory (Nakatani 2006). Since previous studies have identified various factors associated with learners' strategy use, we focused on determining whether the participants’ perceived strategy use is related to their EFL and speaking proficiency and their preference for engaging in speaking activities in their EFL classes. The results confirmed rather high strategy use, but the relation between the tested variables was only partially confirmed.

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Investigating Oral Communication Strategy Use Qualitatively: Risks of Obtaining Inaccurate Data

Advances in Social Sciences Research Journal ◽

10.14738/assrj.312.2339 ◽

2016 ◽

Vol 3 (12) ◽

Author(s):

Asmaa AlSaqqaf ◽

Siti Jamilah Bidin ◽

Ahmad Affendi Shabdin ◽

Wardatul Akmam Din ◽

Suyansah Swanto

Keyword(s):

Oral Communication ◽

Strategy Use ◽

Communication Strategy ◽

Inaccurate Data

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The Effect of Communication Strategy Instruction on Saudi EFL Learners’ Strategy Use, Speaking Proficiency and Self-Efficacy

Journal for the Study of English Linguistics ◽

10.5296/jsel.v7i1.14649 ◽

2019 ◽

Vol 7 (1) ◽

pp. 21

Author(s):

Hassan M. Kassem

Keyword(s):

Treatment Group ◽

Self Efficacy ◽

Strategy Instruction ◽

Strategy Use ◽

Communication Strategy ◽

Strategy Training ◽

Control Group ◽

Efl Learners ◽

Paired Samples ◽

Speaking Proficiency

The current study investigated the effect of communication strategy instruction on Saudi EFL learners’ strategy use, speaking proficiency and speaking self-efficacy. Two intact classes of EFL freshmen at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2018-2019. They were assigned to an experimental group (N = 20) and a control group (N = 19). A speaking test and a speaking self-efficacy questionnaire were administered to the two groups. Students’ oral production and communication strategy use were assessed by independent raters. Independent samples t-tests performed on the pretest mean scores of the two groups showed that they were homogenous in strategy use, speaking proficiency and speaking self-efficacy prior to the treatment. Treatment group students were then taught four communication strategies: circumlocution, approximation, appeal for help, and fillers in the Listening and Speaking 2 (Eng 122) course. The control group received the teaching sequence adopted in the course’s textbook which includes no training on communication strategy. Independent and paired samples t-tests revealed that the treatment group outperformed the control group in all dependent variables, hence supporting the positive effect of communication strategy training on strategy use, speaking proficiency and speaking self-efficacy. Pedagogical implications are offered.

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The Effects of Awareness-Raising Training on Oral Communication Strategy Use

Modern Language Journal ◽

10.1111/j.0026-7902.2005.00266.x ◽

2005 ◽

Vol 89 (1) ◽

pp. 76-91 ◽

Cited By ~ 78

Author(s):

YASUO NAKATANI

Keyword(s):

Oral Communication ◽

Strategy Use ◽

Communication Strategy ◽

Awareness Raising

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The Effects of Learning and Communication Strategies Instruction on Economics Undergraduates’ Oral Communication Ability in Thailand

10.31235/osf.io/jd5by ◽

2018 ◽

Author(s):

Arab World English Journal ◽

Mintra Puripunyavanich ◽

Kittitouch Soontornwipast

Keyword(s):

Learning Strategies ◽

Oral Presentation ◽

Communication Strategies ◽

Oral Communication ◽

Strategy Use ◽

Communication Strategy ◽

Communication Ability ◽

Self Repair ◽

Group Interviews ◽

Strategies Instruction

This study investigates the effects of learning and communication strategies (LACS) instruction on economics students’ oral communication ability in Thailand and explores their perceptions toward the instruction. The study involved 23 third-year economics undergraduates at a public university in Thailand who were explicitly taught 13 learning and communication strategies in class. The impacts of the LACS instruction on oral communication ability were assessed by the participants’ pre- and post- oral presentation tests, and the perceptions of the participants as well as their strategy use were obtained from students’ reflective journals (SRJ), semi-structured focus group interviews, and the teacher’s observation notes. The findings reveal that all students’ oral presentation test scores significantly improved and confirm that teaching a combination of different LACS could enhance oral communication ability. The qualitative results indicate that all 23 students had positive perceptions of the strategies instruction. Furthermore, it is revealed that strong students used a combination of all three types (cognitive, metacognitive, and affective) of learning strategies (LS) and a communication strategy (CS) of self-repair, while moderate and weak students employed a combination of two types (cognitive and affective) of LS and self-repair. Nonetheless, this study would argue that strong, moderate, and weak students did apply metacognitive strategies, as evidenced by their reflections on their strategy use in the journals and the self-assessment form, but some students were not aware of it. Consequently, future studies should emphasize raising students’ awareness of their metacognitive strategy use.

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