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The Effect of Communication Strategy Training on the Development of EFL Learners’ Strategic Competence and Oral Communicative Ability

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Abstract

This study examines the effect of communication strategy instruction on EFL students’ oral communicative ability and their strategic competence. In a 14-week English as a Foreign Language (EFL) course (English Use II) based on Communicative Language Teaching approach, 80 learners were divided into two groups. The strategy training group (\(n = 44\)) received CS training based on a training program designed for the purpose of the present research, whereas the control group (\(n = 36\)) received only the normal communicative course using Click On 3, with no explicit focus on CSs. The communication strategies targeted in the training program included circumlocution (paraphrase), appeal for help, asking for repetition, clarification request, confirmation request, self-repair, and guessing. Pre- and post-test procedures were used to find out the effect of strategy training on language proficiency and CS use. The effect of the training was assessed by three types of data collection: the participants’ pre- and post-IELTS speaking test scores, transcription data from the speaking IELTS test, and ‘Click On’ Exit Test scores. The findings revealed that participants in the strategy training group significantly outperformed the control group in their IELTS speaking test scores. The results of the post-test transcription data also confirmed that the participants in the strategy training group used more CSs, which could be attributed to the CS training program. The findings of the present research have implications for language teachers, and syllabus designers.

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Author information

Authors and Affiliations

  1. Department of Linguistics, The University of Jordan, P O Box 13665, Amman, Jordan

    Ghaleb Rabab’ah

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  1. Ghaleb Rabab’ah
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Correspondence to Ghaleb Rabab’ah.

Additional information

Dr. Rabab’ah is currently the head of the Department of Linguistics and an Associate Professor at the University of Jordan. With regard to postgraduate research, he examined several MA theses, and supervised several MA and Ph.D. dissertations. He published many papers in Applied Linguistics and ESL in international journals. He edited the special issue of Indian Journal of Applied Linguistics titled Strategies of Learning and Using English as a Second Language (Bahri Publications). He also served as a reviewer for several international journals.

Appendixes

Appendixes

Appendix A: IELTS Speaking Test (Pre-test)

Taken from: http://www.canadavisa.com/ielts/free-practice-tests.html

Part 1: The interviewer asks six questions which should be answered by each participant/interviewee.

  1. 1.

    Do you live in a house or a flat?

  2. 2.

    What is your favorite part of the day?

  3. 3.

    Is there a country you would like to visit?

  4. 4.

    Do you do much cooking?

  5. 5.

    Do you take many photographs?

  6. 6.

    What job did you want when you were a child?

Part 2: Talk about a business you would like to start for 3 min.

You should say:

  • Where it would be,

  • What it would be like,

  • Who your customers would be, and

  • Why you would like to start this business

Part 3: The interviewee is asked four questions about a topic. He is given 4–5 min to answer all the questions.

  1. 1.

    What are the advantages and disadvantages of running your own business?

  2. 2.

    What makes a successful business person?

  3. 3.

    Do you think technology would affect the way we do business?

  4. 4.

    What makes a good employer?

Appendix B: IELTS Speaking Test (Post-test)

Taken from: http://www.canadavisa.com/ielts/free-practice-tests.html

Part 1: The interviewer asks six questions which should be answered by each participant/interviewee.

  1. A.

    Do you work or you are studying?

  2. B.

    Do you often go shopping for clothes?

  3. C.

    Do you often use public transport?

  4. D.

    Do you think you will stay where you live now for a long time?

  5. E.

    Did you go on holiday often when you were a child?

  6. F.

    Are there any special birthdays in your country, for example becoming an adult?

Part 2: Talk about a business you would like to start for 3 min.

You should say:

  • Where it would be,

  • What it would be like,

  • Who would you live with, and

  • Why you would like to live there

Part 3: The interviewee is asked four questions about a topic. He is given 4–5 min to answer all the questions.

  1. 1.

    What are the advantages and disadvantages of living in a rural area?

  2. 2.

    Has the standard of living changed in your country over the past 10 years?

  3. 3.

    Do you think more people will leave their native country and live abroad in the future?

  4. 4.

    Do you think students should be encourages to study overseas?

Appendix C

Strategy Sheet

  1. 1.

    Circumlocution (paraphrase): The term circumlocution, according to Tarone (1983), refers to the learner’s description of the characteristics or elements of the objects or action instead of using the appropriate target language item or structure. (e.g., It is something we use to dry our hands when they are wet (Tissue).

  2. 2.

    Appeal for help: Trying to elicit a target language item from the interlocutor due to the speaker’s lack of that language item (e.g., It is something we use to keep food cold in. What is it called?).

  3. 3.

    Asking for repetition: Requesting repetition when not hearing or misunderstanding something properly (e.g., Pardon!, what did you say, Can you say it again?).

  4. 4.

    Clarification request: Asking for an explanation of an unfamiliar meaning or structure (e.g., What do you mean?, You saw what?)

  5. 5.

    Confirmation request: According to Rabab’ah (2004), it refers to requesting confirmation that one heard or understood something correctly. It might be by asking full questions (e.g., You mean he did not get my point?, You said that the International School is the best?, Do you mean that I should go to a travel agent?) (p. 151).

  6. 6.

    Guessing: According to Dornyei and Scott (1997), cited in Binhayeearong (2009), guessing is similar to a confirmation request but the latter implies a greater degree of certainty regarding the key word, whereas guessing involves real indecision. (e.g. Oh. It is then not the washing machine. Is it a sink?).

  7. 7.

    Self-repair: Drew (1997: 96) suggests that “self-repair is also a mechanism of remedying mistakes in conversation”. (e.g., I didn’t er I couldn’t visit Spain.).

Appendix D

figure a
figure b
figure c

Appendix E

Evaluating Speaking—the IELTS Speaking Test

IELTS Band Scores

There is no pass or fail in IELTS. Candidates are graded on their performance, using scores from 1 to 9 for each part of the test—Listening, Reading, Writing and Speaking. The results from the four parts then produce an Overall Band Score.

This unique 9-band system measures scores in a consistent manner—wherever and whenever the test is taken. It is internationally recognised and understood, giving you a reliable international currency. IELTS scores have a recommended validity period of 2 years.

The IELTS 9-Band Scale

Each band corresponds to a level of English competence. All parts of the test and the Overall Band Score can be reported in whole and half bands, eg., 6.5, 7.0, 7.5, 8.0.

Band 9: Expert user: has fully operational command of the language: appropriate, accurate and fluent with complete understanding.

Band 8: Very good user: has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.

Band 7: Good user: has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.

Band 6: Competent user: has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.

Band 5: Modest user: has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.

Band 4: Limited user: basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language.

Band 3: Extremely limited user: conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.

Band 2: Intermittent user: no real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English.

Band 1: Non-user: essentially has no ability to use the language beyond possibly a few isolated words.

Band 0: Did not attempt the test: No assessable information provided.

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Rabab’ah, G. The Effect of Communication Strategy Training on the Development of EFL Learners’ Strategic Competence and Oral Communicative Ability. J Psycholinguist Res 45, 625–651 (2016). https://doi.org/10.1007/s10936-015-9365-3

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