Volume 5, Issue 2 August 2022, pp. 64–76 Download PDF

Regular Articles

Exploring advanced EFL learners’ awareness of communication strategies

Seyyed Ali Ostovar-Namaghi1, Fereshteh Mohit2, & Mostafa Morady Moghaddam https://orcid.org/0000-0002-7939-71053

1 Shahrood University of Technology, Shahrood, IRAN ostovarnamaghi@shahroodut.ac.ir
2 Shahrood University of Technology, Shahrood, IRAN3 Shahrood University of Technology, Shahrood, IRAN mmoghaddam@shahroodut.ac.ir

DOI: https://doi.org/10.29140/ajal.v5n2.686


Abstract

The present study explores communication strategies used by Iranian advanced EFL learners to overcome communication problems. This study aims to explore EFL learners’ awareness of communication strategies. To this end, 17 advanced EFL learners who were willing to participate in the study were selected through snowball sampling. Their awareness of communication strategies was then explored through open-ended interviews and analyzed in line with the coding schemes of grounded theory (Strauss & Corbin, 1991). Iterative data collection and analysis yielded four main categories including explicit, reciprocal, implicit, and reduction strategies. Each of these strategies covers some subcategories. To visualize the findings and explore the degree to which the abstracted strategies reflect the participants’ perspective, the transcribed data, along with the emerged strategies were fed to MAXQDA. This study can contribute to effective oral communication by elaborating on the notion of communication strategies and reaching communicative goals. The findings have implications for language learners, language teachers, and materials developers.



Copyright

© Seyyed Ali Ostovar-Namaghi, Fereshteh Mohit, Mostafa Morady Moghaddam

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Ostovar-Namaghi, S.A., Mohit, M., & Morady Moghaddam, M.M. (2022). Exploring advanced EFL learners’ awareness of communication strategies. Australian Journal of Applied Linguistics, 5(2), 64–76. https://doi.org/10.29140/ajal.v5n2.686


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