Communication Strategies

In the present study, an attempt is made to investigate the frequency and motives of using avoidance strategies by a group of Iranian intermediate language learners through their own journal writing. The effect of gender on the use of avoidance strategies is to be investigated as well. Thirty nine female and twenty three male learners enrolled in an English language spoken course in a private English institute served as the subjects. They were to write freely about their reactions, questions, and their feelings on their endeavor to speak English at the end of each session. One questionnaire was also included to survey the learners overall learning preferences and motivation. Examination and the analysis of the learners’ diaries revealed that using avoidance strategies was due, in turn, to the lack of knowledge, effect of fellow students, stress, lack of confidence, the effect of the teacher, score, and fatigue. Analysis also revealed that females used strategies more frequently than male supporting a number of research done previously on the same area.

This work supports the effectiveness of the employment of communication strategies for bet-ter and more efficient communication. Communication strategies varies as a function of dif-ferent factors such as personality traits, pedagogical setting, L2 context, etc. The present re-search aimed at delving into the relationship between shyness, task nature and the frequency and type of communication strategies used by the subjects. The subjects of the study were 168 male and female students at Ilam university and Islamic Azad University of Tehran (South Branch). The subjects took a Michigan test of language proficiency. Out of 168 sub-jects taking the Michigan test, 106 were found to be homogenous and qualified to take part in three different communicative activities: Free Discussion, Translation, and Story Recon-struction. Out of the 106 subjects 102 took part in the above-mentioned activities. They were also given to fill up the Stanford Shyness questionnaire. The statistical procedure of Chi-Square was used for the purpose of the study. It was shown that shyness affects the adoption and choice of communication strategies negatively. i.e. non-shy students use more communication strategies than their shy counterparts, and also that non-shy students use more achievement strategies vis-à-vis their shy friends, while the latter group preferred to use more avoidance strategies. The study, however, couldn’t establish and confirm any relationship between the type of task and the type of communication strategies used by the subjects.

Speaking is one important skill in language learning. EFL students are sometimes faced with problems, while speaking to their interlocutors due to the lack of sufficient linguistic knowledge, and they have to quit the conversation. This study examines the use of speaking strategies by some Iranian male and female EFL university students .The use of these strategies was examined in relation to the EFL university students’ gender and their proficiency level based on which, they were classified as low, intermediate and high-proficient groups .A sample of 100 Iranian EFL students was randomly selected .The sample consisted of students with different gender and proficiency levels. The questionnaire of communication strategies use was administered. It included five main categories in 30 items for speaking. The results showed no differences related to the use of speaking strategies by EFL students and their gender. In relation to the use of speaking strategies by EFL students and their proficiency levels, no differences were observed, either. The implications of this study are discussed in this article.

The current study examined the Iranian EFL teachers’ and students’ perceptions about Communication Strategies Teachability. The study was conducted with 20 teachers and 110 students from universities and private language Institutes in Tabriz, Iran. The literature regarding the teachability of communication strategies (CSs) has been far from conclusive. Some researchers reject the possibility of CSs instruction while many empirical studies support their teachability. Taking a mixed method design, the present study used a language proficiency test, a questionnaire and an interview for data collection. In the quantitative phase, the participants’ responses to questionnaire before and after a 12-week period of teaching CSs were statistically compared. The analysis of the quantitative data obtained from the questionnaire through Paired-samples t-test indicated that the students’ perceptions towards the usefulness of CSs grew significantly more positive after their instruction. The qualitative analysis of the interview data collected from the teachers indicated that most teachers found CSs useful and possible to teach. It was also found that these strategies improved capability of English language learners to speak and enhaned their conciousness of CSs. This study could offer pedagogical implications for both teachers and students and pave the way for further studies in the field.

Being able to communicate effectively is the optimal goal of all language learners; therefore, despite difficulties they face and restrictions they have while expressing themselves, they rely on employing diverse communication strategies (CSs). This descriptive study was set to analyze Iranian EFL learners’ use of CSs in oral and written performances at two levels of proficiency. To this end, 60 university students of EFL were selected and assigned to two distinct groups. The participants’ oral and written performances were analyzed quantitatively and qualitatively using Dornyei’s (1995) taxonomy of CSs. The results of the study revealed that the context of communication plays a significant role in the use of communication strategies. The use of CSs by participants’ significantly varied by their level of proficiency. The most frequent problem areas were 'lexical gaps', 'problems in discourse management', and 'uncertainty in conveying the message', which can be considered by language teachers and material designers.

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.

The global energy transition towards low-carbon systems has brought to the fore the underexplored sociopolitical dynamics shaping transition pathways in fossil fuel-dependent developing countries. This study addresses this critical research gap by conducting a comprehensive, multidimensional analysis of the complex interplay between public attitudes, interest group pressures, political institutions, and cultural narratives influencing Iran's energy transition strategies amidst evolving global realities. Employing a novel analytical framework that synthesizes resource dependence, sociotechnical transitions, punctuated equilibrium, and complex interdependence theories, the research draws upon rich insights from 11 semi-structured interviews with leading Iranian experts across policy, engineering, economics, sociocultural, and governance domains. Through a rigorous discourse analysis of interview data and an extensive literature review, the study examines the way in which entrenched hydrocarbon interests, institutional fragmentation, geopolitical tensions, public perceptions, demographic divergences, and cultural identities shape Iran's complex energy landscape. The findings underscore the importance of responsive communication, inclusive stakeholder engagement, adaptive governance, and regional cooperation in navigating the sociopolitical terrain underpinning Iran's sustainable energy transition. The study generates actionable policy recommendations spanning public outreach, political economy management, institutional capacity building, and international diplomacy, advancing theoretical understandings of energy transitions in resource-dependent Global South contexts, while providing guidance for policymakers navigating complex reform pathways amidst societal resistance and geopolitical uncertainties.

The obligatory prevalence of online education during the COVID-19 pandemic has drawn researchers’ attention to the challenges involved in foreign language pedagogy in such virtual educational contexts. Against this backdrop, this study investigated the impact of online self-regulated learning, use of communication strategies, and test anxiety on Iranian English as a Foreign Language (EFL) learners’ online speaking test performance. For this purpose, 132 EFL learners were given the e-Oxford Quick Placement Test and the speaking part of a sample A2 Key and B1 Preliminary test. Next, translated versions of the given measures were administered to the pre- and intermediate EFL learners and the obtained data were subjected to Structural Equation Modeling analyses that verified strong links between online self-regulated learning and the use of communication strategies, test anxiety and online self-regulated learning, and test anxiety and EFL learners’ use of communication strategies. Furthermore, the direct impacts of online self-regulated learning and use of communication strategies on learners’ online speaking test performance were verified; however, test anxiety was found to indirectly impact the learners’ online speaking test performance through its negative effect on EFL learners’ online self-regulated learning and use of communication strategies. In addition, online self-regulated learning turned out to be the strongest predictor of the learners’ online speaking test performance. As for the implications of the findings, it appeared that the attested model lends support to Bachman and Palmer’s (1996) language use framework illustrating test performance as a vulnerable construct affected by test takers' attributes and features of the test tasks and the impact of construct-irrelevant factors like test takers’ personal characteristics on their test performance.

The objective of this study is to explore the social interaction patterns of children with speech disorders from the perspectives of their parents and teachers. This qualitative study employed semi-structured interviews to gather in-depth data from 20 participants, including 10 parents and 10 teachers of children aged 4-10 years diagnosed with speech disorders. Participants were selected through purposive sampling to ensure a diverse range of experiences. The interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. The analysis focused on identifying common themes related to social interactions, communication strategies, and the emotional impact of speech disorders. Three main themes emerged from the data: the impact of speech disorders on social interactions, the role of the environment in social interaction, and strategies for facilitating social interactions. Children with speech disorders faced significant challenges in peer relationships, often experiencing social isolation and bullying. The home and school environments were critical in shaping social experiences, with teacher support and family encouragement playing pivotal roles. Parents and teachers employed various strategies, such as positive reinforcement, visual aids, and behavioral interventions, to support children's social interactions. Collaboration between parents and teachers was essential for providing consistent support. The study highlights the multifaceted nature of social interaction challenges for children with speech disorders and underscores the importance of supportive environments and collaborative strategies. Effective interventions require a comprehensive approach involving parents, teachers, and speech therapists. Future research should focus on larger, more diverse samples and include the perspectives of children with speech disorders to develop child-centered interventions. Practical recommendations include implementing inclusive practices in schools, enhancing parent-teacher collaboration, integrating speech therapy services into schools, and promoting community awareness to reduce stigma.

Communication strategies (CSs) are systematic attempts by language learners to encode or decode meaning in a target language in situations where the appropriate target language rules have not been formed. Based on this view, communication strategies can be seen as compensatory means for making up for linguistic deficiencies of second or foreign language learners. Within the conceptual framework outlined, this paper is a report on a research conducted at Azarbaijan Teachers Education University on the students majoring in English Language and Literature. The main aim was to seek a relationship between the subjects’ use of communication strategies in solving communication problems and their proficiency levels in English as a foreign language. The data was collected by means of one-to-one interviews with the participants, and were analyzed both qualitatively and quantitatively. The results indicated that the frequency of communication strategies applied by the participants varied according to their proficiency levels, i.e. low proficient learners tended to employ more communication strategies in comparison with high and moderate ones. The type of communication strategies employed also varied according to their oral proficiency level. It was revealed that high level participants employed more L2-based communication strategies where the low proficient learners used more L1-based ones.

The purpose of this study was to investigate the effect of teaching communication strategies on students’ self-efficacy in speaking in content-based courses in Iranian EFL context. To this end, 30 students in two content-based classes, one as the experimental group and another as the control group, in SAMA private junior high school school in Tabriz, participated in this study. Communication strategy instruction was taught explicitly over a period of 16 one-hour sessions to the experimental group, while the control group didn’t receive any explicit communication strategy teaching. Data on the learners’ self-efficacy in speaking were collected through a researcher made questionnaire. The results of the data analysis using ANCOVA revealed the positive effect of teaching communication strategies (CSs) on students’ self efficacy in speaking in content-based courses in Iranian EFL context. The findings of this study have important implications for material developers for designing activities involving communication strategies and for teacher training programs for teaching communication strategies to improve learners’ self-efficacy regarding speaking skill.

Second language (L2) communication strategies (CSs) have traditionally been dealt with through either interactional or psychological perspectives. However, this paper is a critical attempt to question the status of the particular kinds of psycholinguistic and interactional approaches that currently dominate the field of second language acquisition (SLA). In this way, it expands the significance of CSs by examining the other important dimensions of language within L2 contexts that affect/are affected by CSs. The new paths to dealing with CSs proposed in this paper rely on three aspects. First, the abundant use of CSs in non-native teacher talk within L2 classroom contexts is dealt with. Second, the neglected role of discourse-based CSs in previous studies is taken into account. Third, the particular relevance of CSs to noticing function of output hypothesis is considered. By challenging prevailing views and concepts, and by critically examining theoretical assumptions, the ultimate goal is to argue for a re-conceptualization of CSs within SLA research.