Exploring EFL Teachers’ and Students’ Perceptions in Iranian Universities and Institutes on the Feasibility of Teaching Communication Strategies
Subject Areas :
1 - Department of English, Sarab Branch, Islamic Azad University, Sarab, Iran
Keywords: Teachers’ communication strategies, ESL/EFL settings, classrooms interaction, oral communication strategies, pre-intermediate students’ perceptions,
Abstract :
This study aimed at investigating the possibility of teaching communication strategies perceived by EFL teachers and students in their classrooms. The participants of the study included 20 pre-intermediate English language teachers and 110 of their students in three selected universities and one institute in Tabriz, Iran. The literature review shows that teaching communication strategies are still surrounded by controversy. In this mixed methods study, data were gathered from a modified questionnaire and a structured interview. Tiwaporn Kongsom's (2016) taxonomy was adapted in designing a questionnaire steered at eliciting students’ and teachers' perceptions about CSs teachability and teachers’ actual CSs teaching activities and practices. The results of the present study showed that after receiving 12 weeks communication strategy instruction and through comparing the results of the pre-test and post-test, it is obvious that students performed better on the post-test than the pre-test. Thus, strategy teaching was the factor of progress. The findings of the qualitative and quantitative phases revealed that teaching CSs are possible and teachers’ and students’ hold positive perception towards the possibility of teaching and usefulness of CSs and the instruction of specific CSs improved the students’ oral performance and engaged them in oral tasks.
References:
Ahmad, S. Z. (2019). Digital posters to engage EFL students and develop their reading comprehension. Journal of Education and Learning, 8(4), 169-184.
Al Hosni, S. (2014). Speaking difficulties en-countered by young EFL learners. Inter-national Journal on Studies in English Language and Literature, 2(6), 22-30.
Aldabbus, S. (2008). An investigation into the impact of language games on classroom interaction and pupil learn-ing in Libyan EFL primary classrooms [Doctoral dissertation, Newcastle Uni-versity].
Aliakbari, M., & Karimi, A. N. (2009). Com-munication strategies in the written me-dium: The effect of language profi-ciency. Linguistics Journal, 4(1), 155-172Alhmali, R. (2007). Student attitudes in the con-text of the curriculum in Libyan education in middle and high schools [Doctoral dis-sertation, University of Glasgow].
Al Moghani, H. M. (2003). Students' percep-tions of motivation in English language learning in Libya [Doctoral dissertation, Durham University].
Alsied, S. M., & Ibrahim, N. W. (2017). Ex-ploring challenges encountered by EFL Libyan learners in research teaching and writing. IAFOR Journal of Language Learning, 3(2), 143-158.
Altaieb, S. (2013). Teachers' perception of the English language curriculum in Libyan public schools: An investigation and as-sessment of implementation process of English curriculum in Libyan public high schools [Doctoral dissertation, Univer-sity of Denver].
Altaieb, S., & Omar, Y. Z. (2015). Obstacles Libyan English teachers encounter while implementing English language curricu-lum in Libyan high schools. Journal of Modern Education Review, 5(9), 840-853.
Bahri, S., & Mahadi, T. S. T. (2016). Google Translate as a supplementary tool for learning Malay: A case study at Univer-siti Sains Malaysia. Advances in Lan-guage and Literary Studies, 7(3), 161-167.
Boridani, S. (2019). The effect of using social media on Iranian EFL learners' speaking ability. International Journal of English Language and Translation Studies, 7(1), 103-112.
Bozorgian, H. (2019). EFL learners' attitudes toward mobile-assisted language assess-ment. International Journal of English Linguistics, 9(2), 52-60.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language ped-agogy (2nd ed.). Longman.
Bui, T. M. H. (2012). The effects of explicit strategy instruction on learners' use of communication strategies [Doctoral dis-sertation, University of Amsterdam].
Bygate, M. (2000). Speaking. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other lan-guages (pp. 14-20). Cambridge Univer-sity Press.
Cahyono, B. Y., & Widiati, U. (2008). The teaching of EFL speaking in the Indone-sian context: The state of the art. TEFLIN Journal, 19(1), 1-17.
Celce-Murcia, M. (2008). Rethinking the role of communicative competence in lan-guage teaching. In E. Alcón Soler & M. P. Safont Jordà (Eds.), Intercultural lan-guage use and language learning (pp. 41-57). Springer.
Cervantes, C. A., & Rodriguez, R. R. (2012). The use of communication strategies in the beginner EFL classroom. Gist Educa-tion and Learning Research Journal, 6, 111-128.
Chan, S. H. C. (2021). Pragmatic competence in the EFL context: A review of the liter-ature. Asian Journal of English Language Teaching, 30, 1-22.
Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a for-eign language in full and partial English-medium instruction contexts. TESOL Quarterly, 52(3), 611-633.
Daltio, E. F., Gama, J. R., França, G., Prata, D. N., & Veloso, G. T. (2018). The potential use of smartphone and social networks in public schools: A case study in north of Brazil. In M. E. Auer & T. Tsiatsos (Eds.), Interactive mobile communica-tion technologies and learning (pp. 645-654). Springer.
Daly, N., & Sharma, B. (2018). Pakeha begin-ning teachers' views of teaching te reo Māori. New Zealand Journal of Educa-tional Studies, 53(1), 61-75.
Davidovitch, N., & Yavich, R. (2018). The impact of mobile tablet use on students' perception of learning processes. Problems of Educa-tion in the 21st Century, 76(1), 29-42.
Diaab, S. (2016). Role of faulty instructional methods in Libyan EFL learners' speak-ing difficulties. Procedia-Social and Be-havioral Sciences, 232, 338-345.
Dobao, A. M. F., & Martínez, I. M. P. (2007). Negotiating meaning in interaction be-tween English and Spanish speakers via
communicative strategies. Atlantis, 29(1), 87-105.
Dörnyei, Z., & Scott, M. L. (1997). Communi-cation strategies in a second language: Definitions and taxonomies. Language Learning, 47(1), 173-210.
Fatehi Rad, N., & Sahragard, R. (2019). Explor-ing the use of discussion-based technique in EFL settings in Iran. International Journal of Foreign Language Teaching and Research, 7(26), 11-26.
Garrett, P. (2006). Language attitudes. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed., pp. 400-405). Elsevier.
Garrett, P. (2010). Attitudes to language. Cam-bridge University Press.
Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cam-bridge University Press.
Guo, Y. (2010). L2 acquisition of Chinese wh-questions by English-speaking learners [Doctoral dissertation, University of Iowa].
Hashemifardnia, A., Namaziandost, E., & Sepehri, M. (2018). The effectiveness of giving grade, corrective feedback, and corrective feedback-plus-giving grade on grammatical accuracy. International Journal of Research Studies in Language Learning, 8(1), 15-27.
Hmaid, Y. (2014). The impact of teaching oral communication strategies on English language learners in Libya [Doctoral dis-sertation, De Montfort University].
Hohenthal, A. (2003). English in India: Loyalty and attitudes. Language in India, 3(5).
Jafari, S., & Chalak, A. (2016). The role of WhatsApp in teaching vocabulary to Iranian EFL learners at junior high school. English Language Teaching, 9(8), 85-92.
Khezrab, T., Raissi, R., & Hedayat, N. (2023). Iranian EFL teachers' and learners' per-ceptions of the use of technology in teaching and learning English. Interna-tional Journal of Foreign Language Teaching and Research, 11(43), 11-26.
Kongsom, T. (2016). The impact of teaching communication strategies on English speaking of engineering undergraduates. PASAA: Journal of Language Teaching and Learning in Thailand, 51, 39-70.
Lam, W. Y. K. (2004). Teaching strategy use for oral communication tasks to ESL learners [Doctoral dissertation, University of Leeds].
Lam, W. Y. K. (2006). Gauging the effects of ESL oral communication strategy teach-ing: A multi-method approach. Elec-tronic Journal of Foreign Language Teaching, 3(2), 142-157.
Lam, W. Y. K., & Wong, J. (2000). The effects of strategy training on developing dis-cussion skills in an ESL classroom. ELT Journal, 54(3), 245-255.
Littlemore, J. (2003). The communicative effec-tiveness of different types of communica-tion strategy. System, 31(3), 331-347.
Littlewood, W. (2000). Do Asian students re-ally want to listen and obey? ELT Jour-nal, 54(1), 31-36.
Milienos, F. S., Koutropoulos, A., & Galanis, N. (2021). Teaching and learning in the 21st century: A literature review of re-search on teachers' use of digital technol-ogies. Frontiers in Education, 6, 667009.
Mohamed, N. (2014). Designing an ESP course for Libyan undergraduate students of medical sciences [Doctoral dissertation, University of Huddersfield].
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners' oral communica-tion: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116-136.
Newton, J., & Nation, I. S. P. (2020). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge.
Orafi, S. M. S. (2008). Investigating teachers' practices and beliefs in relation to curric-ulum innovation in English language teaching in Libya [Doctoral dissertation, University of Leeds].
Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. Sys-tem, 50, 1-9.
Peng, J. E. (2019). The roles of multimodal pedagogic effects and classroom envi-ronment in willingness to communicate in English. System, 82, 161-173.speaking of engineering undergraduates. PASAA: Journal of Language Teaching and Learning in Thailand, 51, 39-70.
Lam, W. Y. K. (2004). Teaching strategy use for oral communication tasks to ESL learners [Doctoral dissertation, University of Leeds].
Lam, W. Y. K. (2006). Gauging the effects of ESL oral communication strategy teach-ing: A multi-method approach. Elec-tronic Journal of Foreign Language Teaching, 3(2), 142-157.
Lam, W. Y. K., & Wong, J. (2000). The effects of strategy training on developing dis-cussion skills in an ESL classroom. ELT Journal, 54(3), 245-255.
Littlemore, J. (2003). The communicative effec-tiveness of different types of communica-tion strategy. System, 31(3), 331-347.
Littlewood, W. (2000). Do Asian students re-ally want to listen and obey? ELT Jour-nal, 54(1), 31-36.
Milienos, F. S., Koutropoulos, A., & Galanis, N. (2021). Teaching and learning in the 21st century: A literature review of re-search on teachers' use of digital technol-ogies. Frontiers in Education, 6, 667009.
Mohamed, N. (2014). Designing an ESP course for Libyan undergraduate students of medical sciences [Doctoral dissertation, University of Huddersfield].
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners' oral communica-tion: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116-136.
Newton, J., & Nation, I. S. P. (2020). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge.
Orafi, S. M. S. (2008). Investigating teachers' practices and beliefs in relation to curric-ulum innovation in English language teaching in Libya [Doctoral dissertation, University of Leeds].
Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. Sys-tem, 50, 1-9.
Peng, J. E. (2019). The roles of multimodal pedagogic effects and classroom envi-ronment in willingness to communicate in English. System, 82, 161-173.
Journal of language and translation, Volume 15, Number 1, 2025 31
Creative Commons License: This work is licensed under a Creative Commons Attribution-Non Commercial-ShareAlike
International License
Pickens, J. (2005). Attitudes and perceptions. In N. Borkowski (Ed.), Organizational behavior in health care (pp. 43-76). Jones and Bartlett Publishers.
Pratama, H., & Zainil, Y. (2020). Communica-tion strategies used by EFL learners in speaking performance. Journal of English Language Teaching, 9(1), 137-146.
Rachmawaty, N., & Hermagustiana, I. (2010). Does retelling technique improve speaking fluency? TEFLIN Journal, 21(1), 1-8.
Rahmani, P. (2017). The relationship between teachers' perceptions of students' use of L1 and teachers' use of L1 in the class-room. Journal of Applied Linguistics and Language Research, 4(8), 313-321.
Renandya, W. A., & Nguyen, T. T. M. (2023). Teaching speaking: From theory to prac-tice. RELC Journal, 54(1), 3-16.
Rodriguez, J. I., & Roux, R. (2012). The use of communication strategies in the beginner EFL classroom. Gist Education and Learning Research Journal, 6, 111-128.
Shihiba, S. E. S. (2011). An investigation of Libyan EFL teachers' conceptions of the communicative learner-centred approach in relation to their implementation of an English language curriculum innovation in secondary schools [Doctoral dissertation, Durham University].
Spring, J. (2005). The American school, 1642-2004. McGraw-Hill.
Spromberg, S. (2011). Communication strat-egies used by high school English lan-guage learners in multilingual class-rooms [Doctoral dissertation, Hunter College].
Sukirlan, M. (2014). Teaching communication strategies in an EFL class of tertiary level. Theory and Practice in Language Studies, 4(10), 2033-2041.
Tadesse, T., & Khalikd, S. (2022). Effective-ness of university teaching: A systematic review of the literature. Heliyon, 8(10), e10951.
Tarhuni, F. A. (2014). Strategies-based instruction and Libyan adult EFL learners: An actionresearch study [Doctoral dissertation, University of Birmingham].
Ting, S. H., & Phan, G. Y. L. (2008). Adjusting communication strategies to language proficiency. Prospect: An Australian Journal of TESOL, 23(1), 28-36.
Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regu-lation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Wei, L. (2011). Communicative strategies in second language acquisition: A study of Chinese English learners' attitude and re-ported frequency of communicative strategies [Master's thesis, Kristianstad University].
Ahmad, S. Z. (2019). Digital posters to engage EFL students and develop their reading comprehension. Journal of Education and Learning, 8(4), 169-184.
Al Hosni, S. (2014). Speaking difficulties en-countered by young EFL learners. Inter-national Journal on Studies in English Language and Literature, 2(6), 22-30.
Aldabbus, S. (2008). An investigation into the impact of language games on classroom interaction and pupil learn-ing in Libyan EFL primary classrooms [Doctoral dissertation, Newcastle Uni-versity].
Aliakbari, M., & Karimi, A. N. (2009). Com-munication strategies in the written me-dium: The effect of language profi-ciency. Linguistics Journal, 4(1), 155-172Alhmali, R. (2007). Student attitudes in the con-text of the curriculum in Libyan education in middle and high schools [Doctoral dis-sertation, University of Glasgow].
Al Moghani, H. M. (2003). Students' percep-tions of motivation in English language learning in Libya [Doctoral dissertation, Durham University].
Alsied, S. M., & Ibrahim, N. W. (2017). Ex-ploring challenges encountered by EFL Libyan learners in research teaching and writing. IAFOR Journal of Language Learning, 3(2), 143-158.
Altaieb, S. (2013). Teachers' perception of the English language curriculum in Libyan public schools: An investigation and as-sessment of implementation process of English curriculum in Libyan public high schools [Doctoral dissertation, Univer-sity of Denver].
Altaieb, S., & Omar, Y. Z. (2015). Obstacles Libyan English teachers encounter while implementing English language curricu-lum in Libyan high schools. Journal of Modern Education Review, 5(9), 840-853.
Bahri, S., & Mahadi, T. S. T. (2016). Google Translate as a supplementary tool for learning Malay: A case study at Univer-siti Sains Malaysia. Advances in Lan-guage and Literary Studies, 7(3), 161-167.
Boridani, S. (2019). The effect of using social media on Iranian EFL learners' speaking ability. International Journal of English Language and Translation Studies, 7(1), 103-112.
Bozorgian, H. (2019). EFL learners' attitudes toward mobile-assisted language assess-ment. International Journal of English Linguistics, 9(2), 52-60.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language ped-agogy (2nd ed.). Longman.
Bui, T. M. H. (2012). The effects of explicit strategy instruction on learners' use of communication strategies [Doctoral dis-sertation, University of Amsterdam].
Bygate, M. (2000). Speaking. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other lan-guages (pp. 14-20). Cambridge Univer-sity Press.
Cahyono, B. Y., & Widiati, U. (2008). The teaching of EFL speaking in the Indone-sian context: The state of the art. TEFLIN Journal, 19(1), 1-17.
Celce-Murcia, M. (2008). Rethinking the role of communicative competence in lan-guage teaching. In E. Alcón Soler & M. P. Safont Jordà (Eds.), Intercultural lan-guage use and language learning (pp. 41-57). Springer.
Cervantes, C. A., & Rodriguez, R. R. (2012). The use of communication strategies in the beginner EFL classroom. Gist Educa-tion and Learning Research Journal, 6, 111-128.
Chan, S. H. C. (2021). Pragmatic competence in the EFL context: A review of the liter-ature. Asian Journal of English Language Teaching, 30, 1-22.
Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a for-eign language in full and partial English-medium instruction contexts. TESOL Quarterly, 52(3), 611-633.
Daltio, E. F., Gama, J. R., França, G., Prata, D. N., & Veloso, G. T. (2018). The potential use of smartphone and social networks in public schools: A case study in north of Brazil. In M. E. Auer & T. Tsiatsos (Eds.), Interactive mobile communica-tion technologies and learning (pp. 645-654). Springer.
Daly, N., & Sharma, B. (2018). Pakeha begin-ning teachers' views of teaching te reo Māori. New Zealand Journal of Educa-tional Studies, 53(1), 61-75.
Davidovitch, N., & Yavich, R. (2018). The impact of mobile tablet use on students' perception of learning processes. Problems of Educa-tion in the 21st Century, 76(1), 29-42.
Diaab, S. (2016). Role of faulty instructional methods in Libyan EFL learners' speak-ing difficulties. Procedia-Social and Be-havioral Sciences, 232, 338-345.
Dobao, A. M. F., & Martínez, I. M. P. (2007). Negotiating meaning in interaction be-tween English and Spanish speakers via
communicative strategies. Atlantis, 29(1), 87-105.
Dörnyei, Z., & Scott, M. L. (1997). Communi-cation strategies in a second language: Definitions and taxonomies. Language Learning, 47(1), 173-210.
Fatehi Rad, N., & Sahragard, R. (2019). Explor-ing the use of discussion-based technique in EFL settings in Iran. International Journal of Foreign Language Teaching and Research, 7(26), 11-26.
Garrett, P. (2006). Language attitudes. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed., pp. 400-405). Elsevier.
Garrett, P. (2010). Attitudes to language. Cam-bridge University Press.
Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cam-bridge University Press.
Guo, Y. (2010). L2 acquisition of Chinese wh-questions by English-speaking learners [Doctoral dissertation, University of Iowa].
Hashemifardnia, A., Namaziandost, E., & Sepehri, M. (2018). The effectiveness of giving grade, corrective feedback, and corrective feedback-plus-giving grade on grammatical accuracy. International Journal of Research Studies in Language Learning, 8(1), 15-27.
Hmaid, Y. (2014). The impact of teaching oral communication strategies on English language learners in Libya [Doctoral dis-sertation, De Montfort University].
Hohenthal, A. (2003). English in India: Loyalty and attitudes. Language in India, 3(5).
Jafari, S., & Chalak, A. (2016). The role of WhatsApp in teaching vocabulary to Iranian EFL learners at junior high school. English Language Teaching, 9(8), 85-92.
Khezrab, T., Raissi, R., & Hedayat, N. (2023). Iranian EFL teachers' and learners' per-ceptions of the use of technology in teaching and learning English. Interna-tional Journal of Foreign Language Teaching and Research, 11(43), 11-26.
Kongsom, T. (2016). The impact of teaching communication strategies on English speaking of engineering undergraduates. PASAA: Journal of Language Teaching and Learning in Thailand, 51, 39-70.
Lam, W. Y. K. (2004). Teaching strategy use for oral communication tasks to ESL learners [Doctoral dissertation, University of Leeds].
Lam, W. Y. K. (2006). Gauging the effects of ESL oral communication strategy teach-ing: A multi-method approach. Elec-tronic Journal of Foreign Language Teaching, 3(2), 142-157.
Lam, W. Y. K., & Wong, J. (2000). The effects of strategy training on developing dis-cussion skills in an ESL classroom. ELT Journal, 54(3), 245-255.
Littlemore, J. (2003). The communicative effec-tiveness of different types of communica-tion strategy. System, 31(3), 331-347.
Littlewood, W. (2000). Do Asian students re-ally want to listen and obey? ELT Jour-nal, 54(1), 31-36.
Milienos, F. S., Koutropoulos, A., & Galanis, N. (2021). Teaching and learning in the 21st century: A literature review of re-search on teachers' use of digital technol-ogies. Frontiers in Education, 6, 667009.
Mohamed, N. (2014). Designing an ESP course for Libyan undergraduate students of medical sciences [Doctoral dissertation, University of Huddersfield].
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners' oral communica-tion: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116-136.
Newton, J., & Nation, I. S. P. (2020). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge.
Orafi, S. M. S. (2008). Investigating teachers' practices and beliefs in relation to curric-ulum innovation in English language teaching in Libya [Doctoral dissertation, University of Leeds].
Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. Sys-tem, 50, 1-9.
Peng, J. E. (2019). The roles of multimodal pedagogic effects and classroom envi-ronment in willingness to communicate in English. System, 82, 161-173.speaking of engineering undergraduates. PASAA: Journal of Language Teaching and Learning in Thailand, 51, 39-70.
Lam, W. Y. K. (2004). Teaching strategy use for oral communication tasks to ESL learners [Doctoral dissertation, University of Leeds].
Lam, W. Y. K. (2006). Gauging the effects of ESL oral communication strategy teach-ing: A multi-method approach. Elec-tronic Journal of Foreign Language Teaching, 3(2), 142-157.
Lam, W. Y. K., & Wong, J. (2000). The effects of strategy training on developing dis-cussion skills in an ESL classroom. ELT Journal, 54(3), 245-255.
Littlemore, J. (2003). The communicative effec-tiveness of different types of communica-tion strategy. System, 31(3), 331-347.
Littlewood, W. (2000). Do Asian students re-ally want to listen and obey? ELT Jour-nal, 54(1), 31-36.
Milienos, F. S., Koutropoulos, A., & Galanis, N. (2021). Teaching and learning in the 21st century: A literature review of re-search on teachers' use of digital technol-ogies. Frontiers in Education, 6, 667009.
Mohamed, N. (2014). Designing an ESP course for Libyan undergraduate students of medical sciences [Doctoral dissertation, University of Huddersfield].
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners' oral communica-tion: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116-136.
Newton, J., & Nation, I. S. P. (2020). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge.
Orafi, S. M. S. (2008). Investigating teachers' practices and beliefs in relation to curric-ulum innovation in English language teaching in Libya [Doctoral dissertation, University of Leeds].
Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. Sys-tem, 50, 1-9.
Peng, J. E. (2019). The roles of multimodal pedagogic effects and classroom envi-ronment in willingness to communicate in English. System, 82, 161-173.
Journal of language and translation, Volume 15, Number 1, 2025 31
Creative Commons License: This work is licensed under a Creative Commons Attribution-Non Commercial-ShareAlike
International License
Pickens, J. (2005). Attitudes and perceptions. In N. Borkowski (Ed.), Organizational behavior in health care (pp. 43-76). Jones and Bartlett Publishers.
Pratama, H., & Zainil, Y. (2020). Communica-tion strategies used by EFL learners in speaking performance. Journal of English Language Teaching, 9(1), 137-146.
Rachmawaty, N., & Hermagustiana, I. (2010). Does retelling technique improve speaking fluency? TEFLIN Journal, 21(1), 1-8.
Rahmani, P. (2017). The relationship between teachers' perceptions of students' use of L1 and teachers' use of L1 in the class-room. Journal of Applied Linguistics and Language Research, 4(8), 313-321.
Renandya, W. A., & Nguyen, T. T. M. (2023). Teaching speaking: From theory to prac-tice. RELC Journal, 54(1), 3-16.
Rodriguez, J. I., & Roux, R. (2012). The use of communication strategies in the beginner EFL classroom. Gist Education and Learning Research Journal, 6, 111-128.
Shihiba, S. E. S. (2011). An investigation of Libyan EFL teachers' conceptions of the communicative learner-centred approach in relation to their implementation of an English language curriculum innovation in secondary schools [Doctoral dissertation, Durham University].
Spring, J. (2005). The American school, 1642-2004. McGraw-Hill.
Spromberg, S. (2011). Communication strat-egies used by high school English lan-guage learners in multilingual class-rooms [Doctoral dissertation, Hunter College].
Sukirlan, M. (2014). Teaching communication strategies in an EFL class of tertiary level. Theory and Practice in Language Studies, 4(10), 2033-2041.
Tadesse, T., & Khalikd, S. (2022). Effective-ness of university teaching: A systematic review of the literature. Heliyon, 8(10), e10951.
Tarhuni, F. A. (2014). Strategies-based instruction and Libyan adult EFL learners: An actionresearch study [Doctoral dissertation, University of Birmingham].
Ting, S. H., & Phan, G. Y. L. (2008). Adjusting communication strategies to language proficiency. Prospect: An Australian Journal of TESOL, 23(1), 28-36.
Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regu-lation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Wei, L. (2011). Communicative strategies in second language acquisition: A study of Chinese English learners' attitude and re-ported frequency of communicative strategies [Master's thesis, Kristianstad University].