Exploring the Impact of Explicit Instruction of Communication Strategies on Speaking Fluency: A Study on Lower Intermediate Iranian Female EFL Learners
Subject Areas : Applied Linguistics
Afshin Soori
1
(Assistant professor, Department of English Language, Larestan Branch, Islamic Azad University, Larestan, Iran)
Aliakbar Zamani
2
(عضو هیأت علمی و مدیر آموزش/ دانشگاه آزاد اسلامی واحد قشم)
Keywords: Communication strategies, Speaking fluency, Explicit instruction, EFL learner,
Abstract :
This study aimed to investigate the effect of communication strategies (CSs) on Iranian female EFL learners’ speaking fluency. Secondly, the research attempted to clarify which of the employed CSs have been utilized by Iranian female EFL learners in this study more than other strategies in speaking in English. A quasi-experimental design was employed in this study. Oxford Placement Test (OPT) was used for selecting 50 homogenized female EFL learners from the lower-intermediate levels. After the pre-test interview, all the participants attended the classes for ten sessions to become familiar with CSs. After the classroom treatment, the participants participated in the post-test interview. The findings revealed that the EFL learners’ performance in speaking fluency had been affected by explicit instruction of CSs, and the participants’ speaking fluency had enhanced after the classroom treatment. Furthermore, it was found that the participants of this study used an appeal for help more than other strategies. Further findings showed that Iranian female EFL learners will have the chance to reach a productive and fluent level of speaking by developing their language knowledge, lexical competence, and use of functional methods in classroom settings. The findings suggest that EFL students respond to various CSs differently as they learn L2. Therefore, it is essential for EFL teachers to broaden and update their knowledge as well as try to identify and implement the teaching methods that are more effective and efficient in their classrooms. The findings of the study imply that pedagogical approaches to teaching speaking skill in Iran need special attention. The findings of this study reveal that Iranian EFL learners have different reactions to different CSs through learning L2. Thus, it is vital for EFL teachers to improve and update their knowledge and attempt to distinguish and employ more functional and fruitful strategies in their classrooms.
Abdi, G., & Varzandeh, O. (2014). EFL learners’ attitudes toward communication strategies: a qualitative investigation. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(3), 167-175.
Ahmed, S., & Pawar, S. V. (2018). A study of communication strategies employed by Radfan College EFL students in their classroom interactions. New Academia: An International Journal of English Language, Literature and Literary Theory, 8(3), 163-176.
Alahmed, K.I.M. (2017). Developing Strategic Competence through Task-Based Language Teaching: A Comparison of Implicit and Explicit Instruction (Doctoral Dissertation). University of York. Retrieved from https://etheses.whiterose.ac.uk/20205/1/Khalid%20Alahmed%20Final%20Thesis.pdf
Aliakbari, M., & Karimi. A. (2009). Communication strategies in the written medium: The effect of Language proficiency, Linguistik online, Retrieved from https://www.linguistik-online.de/40_09/aliakbariAllar.html
Bataineh, R. Al-Bzour, W., & Baniabdelrahman, A. (2017). On the teachability of communication strategies to Jordanian EFL beginners: Exploration and reflection. International Online Journal of Education and Teaching (IOJET), 4(3), 213-227.
Behroozian, R., Ghafoori, N., & Ahangari, S. (2021). EFL Teachers’ and Students’ Perceptions about Communication Strategies Teachability. The Journal of English Language Pedagogy and Practice, 14(28), 135-156.
Bialystok, E. (1990). Communication strategies. Oxford: Oxford University Press.
Bøhn, H., & Myklevold, G-A. (2018). Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom. Retrieved from https://hiof.brage.unit.no/hiof-xmlui/handle/11250/2600205
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences 2, 1305–1309.
Brown, H. D. (1987). Principles of language learning and teaching (3rded). Englewood Cliffs, NJ: Prentice Hall.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education.
Brown, H. D., & Abeywickrama, P. (2010).Language assessment principles and classroom practices (2nd ed.). White Plains, NY: Pearson Education.
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Canale, M., & Swain, M. (1980). Theoretical bases of communication approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
Chamot, A. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
Cohen, A.D., & Weaver, S.J. (1998) Strategies-based instruction for second language learners. In W.A. Reyandya & G.M. Jacobs (Eds.), Learners and language learning. (pp. 1-25). Singapore: SEAMEO Regional Language Centre.
Creswell. J.W. and Creswell, J.D. (2017) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th Edition, Sage, Newbury Park.
Dörnyei, Z. (1995). On the teachability of communication strategies. Spring, 29 (1), 55-85.
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwar, NJ: Lawrence Erlbaum.
Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language learning, 47(1), 173-210.
Dörnyei, Z., & Scott M. L. (1995). Communication Strategies: An Empirical Analysis with Retrospection. Deseret Language and Linguistic Society Symposium, 21(1), 137-150.
Ellis, R. (2008). Explicit form-focused instruction and second language acquisition. In B. Spolsky & F. Hult (Eds.), The handbook of educational linguistics (pp. 438-455). Oxford, UK: Wiley-Blackwell.
Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In R. Ellis, L. Shawn, C. Elder, R. Erlam, J. Philip & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 3-25). Bristol, UK Multilingual Matters.
Kasper, G., & Kellerman, E. (Eds.) (1997). Communication strategies: Psycholinguistic and sociolinguistic perspectives. London: Longman.
Kazemi, S.A., Zarei, L., & Bagheri, M. S. (2014). The ABCs of Proposal Writing & Conducting Academic Studies. Yasooj: Azad University.
Kellerman, E. (1991). Compensatory strategies in second language research: A critique, a revision, and some (non-)implications for the classroom. In R. Phil- lipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research: A commemorative volume for Claus Faerch (pp. 142-161). Clevedon, England: Multilingual Matters.
Kongsom, T. (2016). The impact of teaching communication strategies on English speaking of engineering undergraduates. PASAA, 51, 39-69.
Kosar, G., & Bedir, H. (2014). Strategies-based instructions: A means of improving adult EFL learners' speaking skills. International Journal of Language Academy, 2(3), 12-26.
Lam, W. (2010). Implementing communication strategy instruction in the ESL oral classroom: What do low-proficiency learners tell us? TESL Canada Journal, 27(2), 11-30
Lee, J., & VanPatten, B. (2003). Making communicative language teaching happen. New York: McGraw-Hill.
Lewis, S. (2007). Communication strategies: Learning and teaching how to manage oral interaction. Encuentro, 20, 46-54.
Lewis, S. (2011). Are communication strategies teachable? Encuentro, 1, 46-54.
Li, Y., & Liu, Y. (2008). The impact of strategies-based instruction on listening comprehension. English Language Teaching, 1(2), 128-134.
Lindblad, M. (2011). Communication strategies in speaking English as a foreign language. Modern Language Journal, 90, 1-30.
Littlemore, J. (2003). The communicative effectiveness of different types of communication strategy. System, 31, 331-347.
Majd, G. (2014). Teaching communication strategies to EFL learners and its impact on anxiety level and motivation: A hindering or facilitating factor? English for Specific Purposes World, 15(42), 1-15.
Maleki, A. (2007). Teachability of communication strategies: An Iranian experience. System 35(4), 583-594.
Maleki, A. (2010). Teachability of communication strategies: An Iranian experience. System, 35, 583-594.
Moazen, M., Kafipour, R., & Soori, A. (2016). Iranian EFL learners’ perception of the use of communication strategies and gender effect. Pertanika Journal of Social Sciences and Humanities, 24(3), 1193-1204.
Nadeem, M. (2013). Enhancing communication skills through theatrical techniques. Canadian Journal of Humanities and Social Sciences, 1(2), 9-17.
Noviyenty, L., Morganna, R., & Fakhruddin. (2022). English speaking lecturers’ performances of communication strategies and their efforts to improve students’ communicative competence. European Journal of Educational Research, 11(2), 1047-1062.
Nunan, D. (1990). Action research in the language classroom. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 62-81). Cambridge: Cambridge University Press.
O’Malley, J.M., & Chamot, R. (1990). O’Malley, J.M. & A.U. Chamot. (1990). Learning strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies around the world: Cross-cultural perspectives. Honolulu, HI: University of Hawaii Press.
Pishghadfam, R., & MoradyMoghaddam, M. (2011). Group work in EFL children’s classes: A qualitative study. Theory and Practice in Language Studies, 1(6), 622-629.
Rabab’ah, G. (2016). The effect of communication strategy training on the development of EFL learners’ strategic competence and oral communicative ability. Journal of Psycholinguistic Research, 45(3), 625-651.
Rodriguez, M.R. (2012). The importance of teaching listening and speaking skills (Doctoral Dissertation). Retrieved from https://www.ucm.es/data/cont/docs/119-2015-03-17-12.RocioSeguraAlonso2013.pdf
Sadighi, F. & Dehghan, F. (2012). A manual of language acquisition approaches and theories, Navid Shiraz Publications.
Sato, T., Yujobo, Y.J., Okada, T., & Ogane, E. (2019). Communication strategies employed by low-proficiency users: Possibilities for ELF-informed pedagogy. JELF, 8(1), 9-35.
Schmidt, R.W. (1983). Interaction, acculturation, and the acquisition of communicative competence: A case study of an adult. Sociolinguistics and language acquisition, 137, 174.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language, 209.
Storch, N. (2002). Pattern of interaction in ESL pair work. Language Learning, 52(1), 119-158.
Talley, P.C., & Hui-ling, T. (2014).Implicit and explicit teaching of English speaking in the EFL classroom. International Journal of Humanities and Social Science, 4(6) 38-46.
Tarone, E. (1984). Teaching strategic competence in the foreign language classroom. In S. Savignon & M. Berns (Eds.), Initiatives in communicative language teaching (pp. 127-136). Reading, MA: Addison Wesley.
Tarone, E. (1980). Communication strategies, foreigner talk, and repair in interlanguage. Language learning, 30(2), 417-428.
Tavakoli, M., Dastjerdi, H. V., & Esteki, M. (2011). The effect of explicit strategy instruction on L2 oral production of Iranian Intermediate EFL learners: Focusing on accuracy, fluency and complexity. Journal of Language Teaching and Research, 2(5), 989-997.
Teng, H. (2012). A study on the teach ability of EFL communication strategies. Procedia - Social and Behavioral Sciences, 46, 3566 – 3570.
Zarei, L. (2014). The efficacy of explicit error correction during picture-cued tasks of speaking assessment: an experimental study on English learners in Rahiyan-Elm language institute in Shiraz (Master’s Thesis). Yasooj Azad University.