On the Role of Instruction, Language Proficiency, and Personality Traits in the Use of Communication Strategies by L2 Learners

Following controversies over teaching communication strategies, the present study, first, examined the impact of language proficiency and extraversion/introversion on the use of communication strategies (hereafter CSs) by administrating communication strategy questionnaire developed by the researchers on the basis of Dornyei and Scottʹs (1997) Inventory of Strategic Language Devices and the Persian restandardized form of EPQ to 182 students at elementary, pre-intermediate, and intermediate levels in a private English Language Institute. The One-way ANOVA and independent sample t-test analyses were performed to examine the effects of language proficiency and extraversion/introversion on the use of CSs. The analyses of the data indicated that language proficiency does not influence the use of CSs and CSs favored by introverts are similar to those favored by extraverts; they only differ in the use of a few strategies. Second, the impact of teaching CSs of circumlocution, appeal for help, time-stalling devices, and message abandonment on Iranian EFL elementary studentsʹ oral performance was investigated. Four intact classes were selected (3 as the treatment groups with 27 students and 1 as the control class with 20 students). Data were collected through video/tape recording of pre and post tests of picture description, telling a story, and telling a joke and CSs were identified on the basis of Dornyei and Scottʹs (1997) taxonomy of CSs. The Chi-square analysis of the findings revealed that teaching circumlocution, appeal for help, and time-stalling devices are pedagogically effective.