Navigating English-mediated online discourse: Communication strategies of Indonesian EFL learners in online discussions
Article Sidebar
November 29, 2023
June 27, 2024
Abstract
For non-native English speakers, effective and meaningful communication
in English can pose challenges due to potential limitations in their communicative
competence. Such challenges can cause communication breakdowns if not effectively
managed. This complexity is compounded when English communication occurs in an
online setting, where technological issues and lack of social presence may disrupt the
communication. This study aims to explore the communication strategies utilized by
Indonesian EFL learners when participating in online group discussions. The data were
collected from six groups of first-year English Department students involving a total of
twenty-two students engaged in 20-minute online discussions per group. The analysis
focused on the discourse produced by the participants during these discussions
observing the strategies employed by the participants. The findings indicated that
Indonesian EFL learners predominantly applied achievement and compensatory
strategies. These strategies encompassed code-switching, circumlocution,
approximation, the use of all-purpose words, word foreignizing, and appealing for help.
Among these strategies, code-switching emerged as the prevailing strategy for
Indonesian EFL learners engaged in online group discussions. While conversing, code-
switching was automatically and naturally used, particularly when referring to
Indonesian acronyms and names. At last, implications and future directions are
addressed.
References
Abbasi, H., & Nosratinia, M. (2018). Self-efficacy and self-regulation as the predictors of use of oral communication strategies in EFL contexts. International Journal of Applied Linguistics and English Literature, 7(4), 14. https://doi.org/10.7575/aiac.ijalel.v.7n.4p.14
Ahmed, S., & Pawar, S. V. (2018). A study of communication strategies employed by Radfan College EFL students in their classroom interactions. New Academia: An International Journal of English Language, Literature and Literary Theory, 8(3), 163-176.
Bahang, M. D., Wello, B., & Akil, M. (2018). Professional role of tour guides and theoretical consequences of intercultural communication. Journal of Language Teaching and Research, 9(4), 832-839. http://doi.org/10.17507/jltr.0904.22
Canale,M. & M. Swain. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1 – 47.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied linguistics, 6(2), 5-35.
Chew, S. W., Fang, W. C., Hsu, C. N., & Chen, N. S. (2018). Effects of reciprocal feedback on EFL learners’ communication strategy use and oral communicative performance. Lecture Notes in Educational Technology, 31–39. https://doi.org/10.1007/978-981-10-8743-1_6
Creswell, J.W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. 4th Edition. Pearson.
Culpeper, J., & Qian, K. (2020). Communicative styles, rapport, and student engagement: An online peer mentoring scheme. Applied Linguistics, 41(5), 756–786. https://doi.org/10.1093/applin/amz035
Domogen, J. C. (2021). Communication Patterns in English Classes in Public Secondary Schools in Benguet, Philippines. OKARA: Jurnal Bahasa Dan Sastra, 15(1), 22–39. https://doi.org/10.19105/ojbs.v15i1.4166
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL quarterly, 29(1), 55-85.
Fitriyani, S., & Andriyanti, E. (2020). Teacher and students’ politeness strategies in EFL classroom interactions. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(2), 259. https://doi.org/10.21093/ijeltal.v4i2.473
Komariah, E., Erdiana, N., & Mutia, T. (2020). Communication strategies used by EFL students in classroom speaking activities. International Journal of Language Studies, 14(3). 27-46.
Lee, K. (2021). The use of self-repair as a pre-empting strategy in English as a lingua franca (ELF) interaction. Korean Journal of English Language and Linguistics, 2021(21), 282–297. https://doi.org/10.15738/kjell.21..202103.282
Lychuk, M., Navalna, M., Marchuk, L., Shabat-Savka, S., & Skliarenko, O. (2023). The communicative strategy of sympathy: Linguistic means of expression and problems of translation. XLinguae, 16(1), 37–50. https://doi.org/10.18355/XL.2023.16.01.03
Manzano, B. A. (2018). Examining the oral communication strategies used by a group of Nepalese adult learners in an ESL context. 3L: Language, Linguistics, Literature, 24(1), 84–96. https://doi.org/10.17576/3L-2018-2401-07
Meenambal, D. S., & Meenakshi, S. (2022). The Effectiveness of communication strategies to develop the communicative competency of ESL learners. Theory and Practice in Language Studies, 12(10), 1961–1968. https://doi.org/10.17507/tpls.1210.02
Nourdad, N., & Hosseini, M. P. (2022). Teachers’ vs. learners’ communicative strategies in EFL classes. 3L: Language, Linguistics, Literature, 28(3), 201–216. https://doi.org/10.17576/3L-2022-2803-13
Noviyenty, L., Morganna, R., & Fakhruddin. (2022). English speaking lecturers’ performances of communication strategies and their efforts to improve students’ communicative competence. European Journal of Educational Research, 11(2), 1047-1062. https://doi.org/10.12973/EU-JER.11.2.1047
Pangaribuan, D., Agustina, S., Pratiwi, A., Manalu, E., & Sembiring, Y. br. (2020). Communication strategies used by teacher. Linguistic, English Education and Art (LEEA) Journal, 3(2), 274–286. https://doi.org/10.31539/leea.v3i2.1016
Peterson, A. T., Beymer, P. N., & Putnam, R. T. (2018). Synchronous and asynchronous discussions: Effects on cooperation, belonging, and affect. Online Learning Journal, 22(4), 7–25. https://doi.org/10.24059/olj.v22i4.1517
Putri, L. A. (2013). Communication strategies in English as a second language (ESL) context. Advances in Language and Literary Studies, 4(1), 129–133. https://doi.org/10.7575/aiac.alls.v.4n.1p.129
Rinekso, A. B., & Muslim, A. B. (2020). Synchronous online discussion: Teaching English in higher education amidst the covid-19 pandemic. JEES (Journal of English Educators Society), 5(2), 155–162. https://doi.org/10.21070/jees.v5i2.646
Roohani, A., Etesami, R., & Mirzaei, A. (2020). Exploring learning styles and oral communication strategies and their relationship with emotional intelligence of EFL learners. Teaching English Language, 14(2), 1–27.
Safarzade Samani, F., Yarahmadzehi, N., & Saed, A. (2015). Proficiency level and choice of communication strategies: A case of Iranian EFL learners. Iranian Journal of English for Academic Purposes, 4(1), 118-132.
Selinker, L. (1972). Interlanguage. IRAL - International Review of Applied Linguistics in Language Teaching, 10, (1-4), 209-232. https://doi.org/10.1515/iral.1972.10.1-4.209
Tymbay, A. (2022). Effectiveness of interruptions as a communicative strategy in the 2020 Presidential Debates in the USA. Brno Studies in English, 2, 101–118. https://doi.org/10.5817/bse2022-2-5
Thornbury, S. (2005). How to teach speaking. Pearson Education Limited.
Ugla, R. L., Abidin, M. J. Z., & Abdullah, M. N. (2019). The influence of proficiency level on the use and choice of L1/l2 communication strategies used by Iraqi EFL students. International Journal of Evaluation and Research in Education, 8(1), 127–137. https://doi.org/10.11591/ijere.v8i1.15179
Ur Rahman, M. M. (2020). Improving communicative English skills based on sociolinguistics competence of EFL students. Asian ESP Journal, 16(51), 260–274.
Vafadar, H., Foo, T. C. V., & Samian, H. V. (2020). The effects of communication strategies instruction on Iranian intermediate EFL learners' willingness to communicate. The Asian EFL Journal Quarterly, 24(4), 130-173.
Wardana, I. K., Dharmayanti, P. A. P., & Arsana, A. A. P. (2022). ELT lecturers’ communicative language teaching approach in directing students’ emotions in distance learning. Studies in English Language and Education, 9(3), 1071–1092. https://doi.org/10.24815/siele.v9i3.24830
Wolverton, C. C. (2018). Utilizing synchronous discussions to create an engaged classroom in online executive education. The International Journal of Management Education, 16(2), 239–244. https://doi.org/10.1016/J.IJME.2018.03.001
Zambrana, J. M. V. (2020). Use of communicative strategies in L2 learning: An intercultural study. International Journal of English Studies, 20(3), 77–107. https://doi.org/10.6018/IJES.399631
