This study investigated the types and frequency of communication
strategies (CS) employed by low-proficiency (i.e. CEFR A2 to B1) EFL
learners while performing a focused information-gap speaking task. The
participants were 14 Japanese university students who had no prior CS
training. The results indicated that the learners employed 19 types of
self-initiated, other-initiated, and other-related CS at varying degrees of
frequency, with confirmation and comprehension strategies being the
most frequent. The study also revealed that some participants relied on
their L1 not only to compensate for gaps in their L2 knowledge, but also
for the sake of convenience. The findings provide empirical evidence that
task-based language teaching (TBLT) in the form of carefully designed
information-gap style speaking tasks can create valuable opportunities
for learners to exercise CS and further develop their L2 strategic
capabilities. The study also discusses the CS that, by raising learners’
awareness of their potential benefits and limitations, may be worthwhile
addressing in EFL classrooms.
