teaching for tests, failure for communication: a study of strategic competence in iranian esp classrooms

This mixed-methods study investigated the communicative competence and communicative strategies employed by iranian english for specific purposes (esp) students and teachers, a context where curricula often prioritize linguistic knowledge over interactive proficiency. data were collected from 150 master of arts (ma) engineering students and ten esp instructors using a communicative competence questionnaire and audio-recorded classroom observations. the observations were transcribed and coded using an established taxonomy of communicative strategies, which demonstrated high inter-rater reliability. the results revealed a difference wherein students reported strong self-perceived interpersonal skills but exhibited significant difficulties in conversational smoothness and comfort. analysis of classroom interactions showed that students relied predominantly on compensatory strategies, with a heavy use of code-switching, while teachers primarily used stalling strategies. a significant difference was found in the strategic patterns between the two groups, and more complex strategies like circumlocution were absent among the students. the findings point to a critical misalignment between students' sociocultural confidence and their strategic repertoire, underscoring a systemic neglect of oral proficiency and strategy training. the study concludes that a curricular shift toward explicit strategy instruction and authentic communicative practice is urgently needed in iranian esp education.