English as a Foreign Language Preparatory School Students’ Communication Strategies: A Case Study

Abstract

Effective communication strategies are crucial for students learning English as a Foreign Language (EFL) to express themselves effectively and overcome language barriers. The use of these strategies enhances confidence, reduces anxiety, and promotes active participation in language classrooms. This study investigates the communication strategies most frequently employed by EFL preparatory school students at a private higher education institution. Data were collected through questionnaires to determine which strategies were used and how often. A total of sixty-seven EFL students, both Francophone and non-Francophone, participated in the study. The findings revealed that non-Francophone students frequently used code-switching, similar-sounding words, and asking for confirmation, while Francophone students commonly employed repair, topic avoidance, code-switching, asking for confirmation, and filler strategies. Notably, both groups subconsciously adopted similar strategies, particularly asking for confirmation and code-switching. The study recommends that educators promote the conscious use of communication strategies and incorporate instructional activities that foster their effective application in language learning contexts.