VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS AN INVESTIGATION INTO ORAL COMMUNICATION STRATEGIES ADOPTED BY SECOND-YEAR ENGLISH MAJ
INTRODUCTION
Rationale for the study
In the context of globalization, Vietnam requires high-quality human resources, yet many face challenges in the job market due to insufficient English speaking and listening skills Universities have a responsibility to cultivate a workforce proficient in English communication, leading to the introduction of English Linguistics as a major at the Vietnam National University of Agriculture (VNUA) This program aims to enhance students' oral communication competence, essential for improving their competitiveness Despite the focus on four English skills—reading, listening, speaking, and writing—students often struggle with speaking and listening Research by Bialystok (1990) highlights that developing oral communication strategies (OCS) can significantly enhance learners' communicative proficiency Therefore, I propose a study titled "An investigation into communication strategies adopted by second-year English majors at the Vietnam National University of Agriculture."
Aims and objectives of the study
The aim of the study was to improve the second-year English majors oral communication skills at VNUA
This paper aims to explore the utilization of Oral Communication Strategies (OCS) among English majors at Vietnam National University of Agriculture and to recommend effective OCS that can enhance their oral communication skills.
Research questions
What were the oral communication strategies used in English communication by English-majored second-year students at VNUA?
What suggestions should be given to improve English majors‟ oral communication skills at VNUA?
Scope of the study
The study, conducted over four months starting from March 1, 2021, investigated the use of Oral Communication Strategies (OCS) among 110 second-year English majors at the Department of Education and Foreign Languages at VNUA It specifically examined how these students employed OCS to address challenges encountered during speaking activities.
Significance of the study
Achieving specialized knowledge alongside proficient English communication skills poses a significant challenge for many students Utilizing Online Communication Systems (OCS) has emerged as an effective tool that transcends users' target language proficiency Numerous scholars have demonstrated the positive impact of OCS on second language acquisition, particularly in learning English as a foreign language, effectively addressing communication barriers This underscores the necessity of OCS as essential knowledge for students at VNUA and beyond This research aims to enhance students' awareness of OCS and serve as a valuable resource for peers and researchers alike.
Design of the study
Apart from abstracts, references and appendices, the study consists of three main parts:
Part I - Introduction presents the rationale, aims and objectives of the study, research questions, and the scope of the study as well as the significance of the study
Part II - Development was divided into 3 chapters:
Chapter 1 - Literature review provides the theoretical background for the study
Chapter 2 - Methodology describes the research type and the methods used in the study including the research context, data collection instruments and procedures, and data analysis
Chapter 3 - Findings and discussions report and discuss the findings of the study
Part III - Conclusion summarizes the main issues that have been addressed in the study, points out the limitations and suggests recommendations for further study.
DEVELOPMENT
LITERATURE REVIEW
Over the past few decades, the concept of OCS (Other-Centric Strategies) has gained significant attention in academic literature, initially recognized by Selinker in the 1970s Researchers have established that OCS play a vital role as language tools In Vietnam, investigations into the impact of OCS began to surface in the mid-2000s, a decade after the implementation of the Doi Moi policy, continuing into the 2010s.
In the article titled “A study on strategies used in verbal communication between native English and non-native speakers in the workplace” by Vu Thi Bich Hiep M.A, published in Language and Life Magazine No 5 (235) in 2015, research conducted in Vietnam revealed that non-native English speakers, particularly Vietnamese, often omit subjects and rely on keywords or key phrases for communication When encountering difficulties, they tend to reduce their messages or repeat themselves, frequently using white lies, yes/no responses, ambiguous expressions, and filler words The study proposed three strategies to enhance understanding among non-native speakers: explaining and summarizing, asking questions, and requesting repetition or spelling Ultimately, Vu concluded that the primary purposes of verbal communication in the workplace are to exchange information and establish relationships, emphasizing that integration into an internationalized work environment enables Vietnamese office workers to become more flexible, improve their communication skills, and adapt more effectively.
A recent study by Le Van Tuyen et al., published in the VNU Journal of Foreign Studies, examined the oral communication strategies employed by undergraduate English majors at Ho Chi Minh University of Technology (HUTECH) The research focused on second-year students, juniors, and seniors, aiming to identify the most commonly used strategies and the differences in their application across academic levels Utilizing the Oral Communication Strategy Inventory (Nakatani, 2006), the study revealed that English-majored students at HUTECH frequently employed specific strategies during English oral communication.
The study on "fluency-oriented strategies" found no significant differences in the use of oral communication strategies (OCS) among second-year students to seniors Most participants believed that addressing problems was more effective than avoiding them in preventing communication breakdowns The researchers, Tuyen and colleagues, recommended that similar studies be conducted at other universities in Vietnam or in different contexts, as the findings were specific to the site of the study.
In the same year, TNU Journal of Science and Technology published an article titled “The use of OCS in different speaking tasks by first-year students at Thai Nguyen University of Agriculture and Forestry” by Vu Kieu Anh This research explores the application of OCS among non-English majors, highlighting its significance in enhancing speaking skills.
A study involving 30 first-year forestry students aimed to identify the types of Oral Communication Strategies (OCS) utilized during speaking tasks, specifically comparing one-way and two-way tasks The investigation conducted by Anh revealed that participants predominantly used modification devices in both task types, aligning with Willems' framework.
In a 1987 classification, it was noted that students in the study did not utilize four specific subtypes of communication strategies (CS), namely topic avoidance, direct asking, foreignizing, and mime Additionally, while engaging in two tasks, the students demonstrated a diverse array of other types of oral communication strategies (OCS).
Over the past fifty years, numerous studies have been conducted outside of Vietnam, ranging from general theories to specific case studies, significantly increasing the available information since the 1980s, including definitions and taxonomies In a 2006 article titled "Developing an OCS Inventory" published in the Modern Language Journal, Nakatani introduced an OCS inventory that differentiates between strategies employed in speaking and listening.
In 2015, Springer Second Language Learning and Teaching published
In their study, "OCS Used by Turkish Students Learning English as a Foreign Language," Şaziye Yaman and Mehtap ệzcan examined the strategies employed by students at the English Teaching Department of Mersin University They found that negotiation for meaning and compensatory strategies were the most frequently utilized, while message abandonment strategies were the least effective and more prevalent among intermediate students compared to advanced ones The authors concluded that effective strategies included negotiation for meaning, compensatory, and affective strategies, whereas message abandonment and planning/organizing strategies were less effective They noted that the findings were based on student perceptions and suggested that further research in different contexts could yield varied results.
In the 2016 article titled “Exploring the Use of OCS by High and Low Proficiency Learners of English: Tunisian EFL Students as a Case Study,” Tesnim Ounis examines the usage of Oral Communication Strategies (OCS) among 100 second-year English as a Foreign Language (EFL) students in Tunisia, as published in the International Journal of Humanities and Cultural Studies (ISSN 2356-5926).
The Higher Institute of Languages in Gabes, Tunisia, participated in research exploring the use of Oral Communication Strategies (OCS) among English as a Foreign Language learners, utilizing the OCS Inventory (Nakatani, 2006) The study revealed that the most commonly used OCS among participants included negotiation for meaning strategies, social effective strategies, and message reduction and alteration strategies Additionally, the research highlighted a significant difference in OCS usage based on proficiency levels, with high proficiency learners predominantly employing achievement strategies, while low proficiency learners tended to rely on reduction strategies.
Previous literature has primarily focused on the application of OCS in specific contexts, effectively addressing their research questions Numerous studies have indicated that findings on this topic can differ across various situations, suggesting that OCS will continue to be a compelling area of interest for researchers.
Communication is defined as the exchange of information between a sender and a receiver According to David Crystal (2008), it is a fundamental concept in behavioral studies, serving as a reference point for linguistic and phonetic research Communication involves the transmission and reception of messages through a signaling system, typically language, where the roles of source and receiver are interpreted in human terms The response to or acknowledgment of the message is essential in this process.
Strategy is a multifaceted term relevant across various fields, including military, politics, and business According to the Merriam-Webster Dictionary, it encompasses "the science and art of employing the political, economic, psychological, and military forces of a nation or group of nations to afford the maximum support to adopted policies in peace or war." The term also reflects adaptations that serve crucial functions in achieving evolutionary success In the context of language learning, Bui (2016) describes communication strategies (CS) as problem-solving behaviors employed by learners of a second or foreign language, particularly when they lack sufficient knowledge of the target language Tarone (1980) further refined this concept, defining CS as an interactional phenomenon where interlocutors strive to reach a mutual understanding despite not sharing the necessary meaning structures.
As Ounis (2016, citing Canale and Swain, 1980) implied CS was a crucial component of strategic competence In the 1980s, it set the trend for researching
OCS in the foreign language learning field Another remarkable book named
The article "Strategies in Interlanguage Communication" by Fổrch and Kasper provides a comprehensive summary of prior research on OCS, establishing a crucial foundation for subsequent studies on communication strategies (CS).
METHODOLOGY
Given the complexity of the topic and the scientific challenges it presents, mixed-method research was essential This approach combines both qualitative and quantitative techniques at different stages, allowing for a comprehensive integration of insights derived from both methodologies (Johnson et al., 2007).
The integration of qualitative and quantitative research methods dates back to the 1850s, although its exact origins remain unclear The primary aim of this approach is to extend and enhance study results by combining these two strategies (Schoonenboom, 2017) This study employed both qualitative and quantitative methods for data collection and analysis, following a specific research model.
The author utilized both qualitative coding and quantitative statistical analysis to assess various elements of the study Following this, SPSS was used as the data analysis tool to evaluate the quantitative data through descriptive statistics.
The current studies employed the theoretical research method, qualitative method and quantitative method
The theoretical research method involved analyzing, synthesizing, comparing, and generalizing the theoretical and practical findings from previous studies on OCS This process culminated in the synthesis of material definitions and the development of a theoretical framework, which serves as the foundation for the topic's objectives.
The descriptive quantitative method emphasizes the collection of numerical data to generalize findings across groups or to elucidate specific phenomena, with raw data gathered through surveys in the current research Conversely, the qualitative method concentrates on non-numerical data, analyzing it to gain insights into concepts, opinions, or experiences, utilizing individual interviews as the tool for collecting raw qualitative data in this study.
In 2017, VNUA introduced an English Linguistics program, fostering an English-focused academic environment Initially, students faced challenges with below-average communication skills To address this, OCS emerged as an effective tool for enhancing EFL students' foreign language communication proficiency Despite numerous studies aimed at improving this situation, engagement with OCS remained limited.
This study employed a mixed-methods approach, integrating both qualitative and quantitative research The primary methods utilized were surveys and individual interviews, involving 110 second-year English majors The first phase of the research was conducted from March to June 2021, during the second semester of the 2020-2021 academic year.
After taking the purpose of the study and methodology into careful consideration, the author decided to employ two data collection instruments, which were structured questionnaires and semi-structured interviews
A survey method was utilized to examine the use of Online Communication Strategies (OCS) among second-year English majors at Vietnam National University of Agriculture (VNUA), involving 110 participants A structured questionnaire was distributed to assess the frequency of OCS usage among students Additionally, semi-structured individual interviews were conducted with twelve students from the English Linguistics program to gain deeper insights into the research problem The interview transcriptions were meticulously edited for grammar and clarity to extract qualitative data The questionnaire incorporated the speaking section from Nakatani (2006), with participants responding on a 5-point Likert scale from 1 (Never) to 5 (Always) This approach was chosen due to the instrument's internal consistency and its successful application in numerous prior studies.
A semi-structured interview questions list was designed according to the results of the survey to explore the cognitive origins behind how students use OCS
The questionnaire was created using Google Forms and distributed to the monitors of K64 classes, who then shared the link with other participants The survey was set to conclude either after one month or once all participants submitted their responses.
The study's final stage involved conducting semi-structured interviews with twelve randomly selected participants through Microsoft Teams, following quantitative analysis methods Data was collected by recording the interviews, and the responses were meticulously transcribed to ensure the accuracy of the raw qualitative data.
Statistical analysis was conducted with SPSS software (version 20), utilizing descriptive statistics to summarize the sample and measures, thereby providing quantitative data The degree of OCS use was assessed using a 5-point Likert scale, with evaluation criteria adapted from Oxford (1995).
Structural coding was employed to code the raw data according to the OCSI Ensuring structural coding were open coding to cover the extended details outside the OCSI
Semi-structured interviews were conducted via Microsoft Teams, with recordings made for reference Each interviewee responded to five questions from a predetermined list (see Appendix B) The recorded answers were then transcribed and edited for clarity The transcribed data was analyzed using structured coding based on the OCSI framework, while additional information was subjected to open coding.
This study utilized mixed methods research to investigate the Online Collaborative Spaces (OCS) employed by second-year English majors at VNUA This chapter outlines the research methods, context, data collection instruments, procedures, and analysis processes The findings derived from these methods are detailed in Chapter 3.
FINDINGS AND DISCUSSION
The finding regarding the overall use of oral communication strategies collected from the quantitative analysis was presented in table 3.1
Table 3.1 The overall use of oral communication strategies
Strategies for coping with speaking problems 3,56 0,948
3 Negotiation for meaning while speaking strategies 3.66 0.909
4 Attempt to think in English strategies 3.63 0.922
5 Message reduction and alteration strategies 3.59 0.941
The study found that students frequently employed overall communication strategies (OCS) while speaking, with a mean score of 3.56 and a standard deviation of 0.948 This indicates that the majority of the strategies were used habitually, as detailed in Table 3.1 The analysis of the mean data highlighted the categories with the highest frequency of use.
The study revealed that "fluency-oriented strategies" (M = 3.71, St.D = 0.88) were the most frequently employed strategies among students Following closely, "negotiation for meaning while speaking" had a mean of 3.67 and a standard deviation of 0.69 Notably, the data for "Accuracy-oriented strategies" did not include item 25, as per Bui's (2016) recommendations At the lower end of the spectrum, "message abandonment strategies" emerged as the only medium-use sub-category, as illustrated in Table 3.1, which further details the application of fluency-oriented strategies.
1 I pay attention to my rhythm and intonation 3.61 0.783
2 I pay attention to my pronunciation 3.97 0.971
3 I pay attention to the conversational flow 3.64 0.859
4 I change my way of saying things according to the context
5 I take my time to express what I want to say 3.58 0.887
6 I try to speak clearly and loudly to make myself heard 3.72 0.994
Table 3.2 indicates that students typically utilize fluency-oriented strategies, with an average score of 3.71 and a standard deviation of 0.88 Notably, pronunciation emerged as the most frequently used strategy among students, achieving a mean score of 3.97 and a standard deviation of 0.981 Le (2020, citing Derwing and Munro, 2015) provides insights into this behavior.
The inability to pronounce words clearly can result in misunderstandings or frustration for listeners Table 3.3 illustrates how students employ negotiation for meaning strategies during speaking activities.
Table 3.3 Negotiation for meaning while speaking strategies
Negotiation for meaning while speaking strategies 3.66 0.909
7 I make comprehension checks to ensure the listener understands what I want to say
8 I repeat what I want to say until the listener understands
9 While speaking, I pay attention to the listeners‟ reactions to my speech
10 I give examples if the listener doesn't understood what I'm saying
Table 3.3 reveals that most students frequently focused on the listener's reactions during their speech, achieving a mean score of 3.8 In contrast, the practice of making comprehension checks to confirm listener understanding had a lower mean of 3.57, with a standard deviation of 0.811 Additionally, the use of nonverbal strategies is illustrated in the subsequent table.
11 I try to make eye contact when I am talking 3.76 0.994
12 I use gestures and facial expressions if I can't express myself
The data in Table 3.4 indicates that item 11 (M = 3.76, St.D = 0.994) was rated slightly higher than item 12 (M = 3.57, St.D = 0.939) by 0.19 Additionally, interviews revealed that some informants consistently made eye contact while speaking English, viewing it as a sign of politeness Furthermore, all participants reported the use of pointing during conversations Table 3.5 suggests the implementation of strategies for thinking in English.
Table 3.5 Attempt to think in English strategies
Attempt to think in English strategies 3.63 0.922
13 I think first of a sentence I already know in English and then try to change it to fit the situation
14 I think of what I want to say in my native language and then construct the English sentence
The analysis of "Attempt to think in English strategies" revealed that students generally prefer to think in their native language, Vietnamese, rather than in English before reformulating sentences However, qualitative data indicated a potential increase in the number of students who favor thinking in English first, as three-fourths of the interviewees expressed a desire to formulate English expressions mentally Additionally, the frequency of students employing message reduction and alteration is illustrated in the accompanying table.
Table 3.6 Message reduction and alteration
Message reduction and alteration strategies 3.59 0.941
15 I reduce the message and use simple expressions 3.52 0.859
16 I use words which were familiar to me 3.98 0.917
17 I replace the original message with another message because of feeling incapable of executing my original intent
Table 3.6 reveals that the strategy of using familiar words (item 16) had the highest mean score of 3.98 and a standard deviation of 0.917, indicating that students consider this approach the most effective Additionally, the second most frequently used strategy in this subgroup was to reduce the message and use simple expressions, which had a mean score of 3.52.
= 0.897) On the contrary, item 17„s number (M = 3.28, St.D =0.915) interpreted as the medium frequency
Table 3.7 presented how frequent students did students use social affective strategies
18 I try to relax when I feel anxious 3.81 1.060
19 I try to enjoy the conversation 3.51 0.942
20 I try to give a good impression to the listener 3.81 0.908
21 I actively encourage myself to express what I want to say
22 I don't mind taking risks even though I might make mistakes
In the analysis presented in Table 3.7, it is noted that the majority of items have a mass rating exceeding 3.5, with only two items falling below this threshold Additionally, I tend to use fillers when I struggle to articulate my thoughts.
The most frequently employed control strategy was "giving a good impression," along with one of the anxious control strategies, both averaging a mean score of 3.81 Following closely, the second most utilized strategy, with a mean of 3.71, was "actively encouraging me to express what I want to say."
(item 19) was reported with only the mean of 3.51 which was slightly over the verge between mid and high level
In the analysis of the lower half of the data, the mean scores for item 22 and item 23 were found to be 3.17 and 3.44, respectively, suggesting they are used with medium frequency However, the standard deviations for item 18 and item 22 exceeded the 2:1 ratio, indicating a deviation from the Likert scale's rule of thumb.
The following table described the frequency of using accuracy-oriented strategies by students
24 I pay attention to grammar and word order during a conversation
25 I notice myself using an expression which fits a rule that I have learnt
26 I correct myself when I notice that I have made a mistake
27 I try to emphasize the subject and verb of the sentence
The analysis of the data reveals that the strategies for improving conversational skills, such as "pay attention to grammar and word order during conversation," "correct me when I notice that I have made a mistake," and "I try to talk like a native speaker," all received mean scores above 3.5, indicating high frequency of use Additionally, interviewees emphasized the importance of accents, intonation, and the use of common phrases when striving to sound like a native speaker, highlighting differences in expressions between EFL students and native speakers.
The emphasis on subjects or verbs in sentences was perceived with medium frequency, as indicated by item 27 (M = 3.31, St.D = 0.839) Notably, item 25, which states, "I notice myself using an expression that fits a rule I have learned," had a mean score of 3.46, just 0.3 points shy of the next level on the usage scale Additionally, Table 3.9 illustrates the application of message abandonment strategies.
29 I leave a message unfinished because of some language difficulty
30 I ask other people to help when I can't communicate well
31 I give up when I can't make myself understood 2.68 0.965
32 I abandon the execution of a verbal plan and just say some words when I don‟t know what to say
The "message abandonment" sub-class was identified in the analysis, with most strategies scoring below 3.4 Notably, Item 31 recorded the lowest mean of 2.68, indicating that students were generally reluctant to abandon efforts to communicate effectively During interviews, a few respondents mentioned using Google Translate to overcome communication challenges Additionally, Table 3.10 highlighted the differences between the achievement and reduction characteristics of Oral Communication Strategies (OCS).
Table 3.10 Achievement and Reduction strategies
Table 3.10 indicates that "achievement strategies" were reported as significantly more meaningful than "reduction strategies" by a margin of 0.25, highlighting students' preference for achievement strategies over reduction strategies.
O2 No need for comprehension check 33.33%
O5 Try to alter the original message 2 to 3 times 25.00% O6 Try to alter the original message only 1 times 75.00% O7 Still express an interest in communication in English 100.00%
CONCLUSION
Recapitulation
The research titled "An investigation into communication strategies adopted by second-year English majors at the Vietnam National University of Agriculture" utilized the OCS and OCSI frameworks (Nakatani, 2006) A total of 110 second-year English majors were surveyed, and 12 participants were interviewed regarding eight specific OCS aimed at addressing speaking challenges These strategies included "fluency-oriented strategies," "negotiation for meaning strategies," and "non-verbal strategies."
The research focused on "message reduction and alteration," "social affective," "attempt to think in English," "accuracy-oriented," and "message abandonment." An online survey was conducted over one month, followed by interviews via Microsoft Teams Data analysis was performed using SPSS (version 20.0) and coding techniques The findings indicated that second-year English majors frequently utilized OCS, leading to four recommendations for effective OCS usage.
Concluding remarks on each of the thesis objectives
The findings of this study indicate that all eight subclasses of coping strategies were utilized by respondents when facing challenges in speaking English Notably, the three most frequently employed strategies among second-year English majors were identified.
„Fluency-oriented‟, „Nonverbal‟, and „Negotiation for meaning while speaking‟, respectively
Students employing fluency-oriented strategies focus on pronunciation, intonation, and context to convey clear messages and avoid misunderstandings They utilize gestures and eye contact to enhance communication and engage their listeners effectively To address communication breakdowns, they monitor their interlocutor's reactions and use negotiation techniques, such as comprehension-checking questions, to ensure mutual understanding This active strategy, known as "negotiation for meaning while speaking," significantly improves foreign language competence (Nakatani, 2006).
The current research identified four key effective OCS: message reduction and alteration strategies, nonverbal strategies, negotiation for meaning while speaking strategies, and social affective strategies Notably, two of these strategies were frequently utilized by second-year English majors.
Message reduction and alteration strategies involve simplifying expressions, breaking down messages into smaller parts, and using clearer language In contrast, social affective strategies focus on managing anxiety, encouraging self-motivation to speak despite potential mistakes, and creating a positive impression These strategies are strongly recommended for English majors at VNUA to help them overcome the fear of making mistakes.
Research highlighted that students tend to address challenges encountered during speaking rather than avoiding them, reflecting a positive attitude towards English speaking This behavior can be seen as a form of active learning.
To enhance the speaking skills of English majors, it is essential to raise awareness of Oral Communication Strategies (OCS) and increase the frequency of speaking activities These activities should encourage students to employ social affective strategies, allowing them to take risks and embrace the possibility of making mistakes By gradually confronting their fear of errors, students can improve not only their speaking abilities but also their overall proficiency in three additional skills.
Students are encouraged to enhance their use of message reduction and alteration strategies alongside social affective strategies, while maintaining their effective use of nonverbal strategies and negotiation for meaning The study recommends that teachers assign more speaking tasks to help students practice oral communication skills (OCS), improve pronunciation, and reduce the fear of making mistakes.
Limitation of the current research
The present study, conducted over four months from March 1 to June 30, 2021, focused exclusively on second-year English majors To achieve more comprehensive results, the research should adopt a longitudinal design and encompass a wider range of subjects at VNUA.
OCS is a challenging research area influenced by various factors, including cultural background, attitude, proficiency, and notably gender, as most students in the Department of Education and Foreign Languages are female Comprehensive studies on this topic necessitate diverse data collection methods, such as observation and focus group interviews; however, the current research primarily utilizes surveys and semi-structured interviews.
Suggestions for further research
The study focused on second-year English majors at VNUA, utilizing surveys and semi-structured interviews for data collection Future research should expand to a larger sample to better represent the entire student body at VNUA It is essential to explore factors influencing the use of Online Communication Systems (OCS), such as proficiency, culture, and motivation, with participants from various settings to gain a comprehensive understanding of their impact Different methodologies may yield varying results, highlighting the importance of considering motivation, gender, and proficiency as influencing factors in future studies Additionally, assigning specific speaking tasks and examining strategies for both speaking and listening could enhance the research outcomes.
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Appendix A: The survey questionnaire adopted Nakatani (2006)
We are conducting a study on the oral communication strategies employed by English-majored students at VNUA Please take a moment to complete the questionnaire below, which will only take 5 minutes Rest assured, all information provided will be used solely for research purposes, so kindly ensure that no items are left unanswered.
The table below lists 32 English oral communication strategies Assess how frequently you utilize these strategies in your communication by reading each one carefully and circling your response: 1 for Never (N), 2 for Rarely (R), 3 for Sometimes (S), 4 for Often (O), or 5 for Always (A).
1 I try to relax when I feel anxious 1 2 3 4 5
2 I try to enjoy the conversation 1 2 3 4 5
3 I try to give a good impression to the listener 1 2 3 4 5
4 I actively encourage myself to express what I want to say 1 2 3 4 5
5 I don‟t mind taking risks even though I might make mistakes 1 2 3 4 5
6 I try to use fillers when I cannot think of what to say 1 2 3 4 5
7 I pay attention to my rhythm and intonation 1 2 3 4 5
8 I pay attention to my pronunciation 1 2 3 4 5
9 I pay attention to the conversational flow 1 2 3 4 5
10 I change my way of saying things according to the context 1 2 3 4 5
11 I take my time to express what I want to say 1 2 3 4 5
12 I try to speak clearly and loudly to make myself heard 1 2 3 4 5
Negotiation for meaning while speaking strategies
13 I make comprehension checks to ensure the listener understands what I want to say 1 2 3 4 5
14 I repeat what I want to say until the listener understands 1 2 3 4 5
15 While speaking, I pay attention to the listeners‟ reactions to my speech 1 2 3 4 5
16 I give examples if the listener doesn‟t understand what I‟m saying 1 2 3 4 5
17 I pay attention to grammar and word order during a conversation 1 2 3 4 5
18 I notice myself using an expression that fits a rule that I have learned 1 2 3 4 5
19 I correct myself when I notice that I have made a mistake 1 2 3 4 5
20 I try to emphasize the subject and verb of the sentence 1 2 3 4 5
21 I try to talk like a native speaker 1 2 3 4 5 Message reduction and alteration strategies
22 I reduce the message and use simple expressions 1 2 3 4 5
23 I use words that are familiar to me 1 2 3 4 5
I replace the original message with another message because of feeling incapable of executing my original intent
Non-verbal strategies while speaking
25 I try to make eye contact when I am talking 1 2 3 4 5
26 I use gestures and facial expressions if I can‟t express myself 1 2 3 4 5
27 I leave a message unfinished because of some language difficulty 1 2 3 4 5
28 I ask other people to help when I cant communicate well 1 2 3 4 5
29 I give up when I can‟t make myself understood 1 2 3 4 5
30 I abandon the execution of a verbal plan and just say some words when I don‟t know what to say 1 2 3 4 5 Attempt to think in English strategies
31 I think first of a sentence I already know in English and then try to change it to fit the situation
32 I think of what I want to say in my native language and then construct the English sentence
Appendix B: The interview question list
Questions for focus group interviews
1 How do you feel at the moment that you start to speak English to someone?