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Abstract
This study aimed to investigate communication strategies (CSs) used by EFL students with low and high self-esteem in speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students with low self-esteem employed fewer CSs compared to those with high self-esteem. Students with low self-esteem only used the strategies such as non-linguistic means, appeal for help, and fillers or hesitation device, while the students with high self-esteem level used six kinds of communication strategies such as message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to self-esteem aspect to obtain the optimum results of teaching-learning processes.
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References
- Bagheri, M. S., & Faghih, M. (2012). The relationship between self-esteem, personality type and reading comprehension of Iranian EFL students. Theory and Practice in Language Studies, 2(8), 1641-1650.
- Fahim, M., & Rad, S. K. (2012). The relationship between self-esteem and paragraph writing of Iranian EFL learners. Psychology, 3(1), 24-29.
- Ghaith, G. (2010). Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 27(3), 451-474.
- Huang, C. (2010). Exploring factors affecting the use of oral communication strategies. Retrieved June 3, 2016 from http://www.lhu.edu.tw/m/oaa/synthetic/ publish/publish/30/8.%E9%BB%83%E7%A7%8B%E8%90%8D-Exploring%20Factors%20Affecting%20the%20Use%20of%20Oral%20Communication%20Strategies.pdf
- Juyandegan, M. (2016). The relationship between self-esteem and reading comprehension of EFL Iranian pre-university learners. International Journal of Asian Social Science, 6(5), 303-313.
- Mei, A., & Nathalang, S. S. (2010). Use of communication strategies by Chinese EFL learners. Chinese Journal of Applied Linguistics, 33(3), 110-125.
- Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners' oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116-136.
References
Bagheri, M. S., & Faghih, M. (2012). The relationship between self-esteem, personality type and reading comprehension of Iranian EFL students. Theory and Practice in Language Studies, 2(8), 1641-1650.
Fahim, M., & Rad, S. K. (2012). The relationship between self-esteem and paragraph writing of Iranian EFL learners. Psychology, 3(1), 24-29.
Ghaith, G. (2010). Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 27(3), 451-474.
Huang, C. (2010). Exploring factors affecting the use of oral communication strategies. Retrieved June 3, 2016 from http://www.lhu.edu.tw/m/oaa/synthetic/ publish/publish/30/8.%E9%BB%83%E7%A7%8B%E8%90%8D-Exploring%20Factors%20Affecting%20the%20Use%20of%20Oral%20Communication%20Strategies.pdf
Juyandegan, M. (2016). The relationship between self-esteem and reading comprehension of EFL Iranian pre-university learners. International Journal of Asian Social Science, 6(5), 303-313.
Mei, A., & Nathalang, S. S. (2010). Use of communication strategies by Chinese EFL learners. Chinese Journal of Applied Linguistics, 33(3), 110-125.
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners' oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116-136.