an explicit communication strategies instruction: iranian efl learners’ self-reported use of communication strategies

The present study explored the effect of explicit communication strategies (css) instruction on iranian efl learners’ usage of these strategies in their educational tasks at different proficiency levels. to conduct the study, the researchers chose 20 iranian efl teachers and their 150 students at two universities in tabriz, iran. accepting a mixed-methods design, the researchers used a questionnaire, an english language proficiency test, and a semi-structured interview to collect the required data. the findings indicated that after receiving communication strategy instruction, teachers and students had positive attitudes toward the usefulness of css in the language learning process. however, learners in different proficiency levels had different preferences toward css. while advanced learners showed their inclination to use compensation strategies, intermediate learners preferred to use metacognitive. elementary learners favoured using cognitive css. these differences can be attributed to individual differences and contextual factors that suggest pedagogical implications for both teachers and students and provide tentative subjects for further studies.

an explicit communication strategies instruction: iranian efl learners’ self-reported use of communication strategies

the present study explored the effect of explicit communication strategies (css) instruction on iranian efl learners’ usage of these strategies in their educational tasks at different proficiency levels. to conduct the study, the researchers chose 20 iranian efl teachers and their 150 students at two universities in tabriz, iran. accepting a mixed-methods design, the researchers used a questionnaire, an english language proficiency test, and a semi-structured interview to collect the required data. the findings indicated that after receiving communication strategy instruction, teachers and students had positive attitudes toward the usefulness of css in the language learning process. however, learners in different proficiency levels had different preferences toward css. while advanced learners showed their inclination to use compensation strategies, intermediate learners preferred to use metacognitive. elementary learners favoured using cognitive css. these differences can be attributed to individual differences and contextual factors that suggest pedagogical implications for both teachers and students and provide tentative subjects for further studies.