Usage of Oral Communication Strategies (OCSs) among Pakistani ESL Learners at BS Level

Abstract

In Pakistan, English is taught and learned as a second language and continues to play a vital role in higher education, professional communication, and official dealings. Despite studying English for approximately 12–14 years, many ESL learners still demonstrate limited oral communication competence. One possible explanation for this issue is the insufficient use of Oral Communication Strategies (OCSs), defined as verbal and non-verbal techniques employed to overcome communication difficulties arising from limited linguistic competence.

The present study investigated the extent to which Pakistani ESL learners employ OCSs and examined eight major categories of these strategies: Social-Affective Strategies, Fluency-Oriented Strategies, Negotiation for Meaning While Speaking, Accuracy-Oriented Strategies, Message Reduction and Alteration Strategies, Non-Verbal Strategies While Speaking, Message Abandonment Strategies, and Attempt-to-Think-in-English Strategies.

A total of 1,140 students enrolled in BS and Master's degree programs across ten universities in Pakistan participated in the study. Using a descriptive quantitative research design, data were collected through a self-report survey questionnaire. Statistical analysis was conducted using SPSS Version 20, and measures including mean, median, mode, and standard deviation were calculated.

The findings revealed that the overall usage of the 32 selected OCSs fell within the medium utilization category. Furthermore, the eight categories of oral communication strategies were ranked according to their frequency of usage among participants. Based on these findings, recommendations are proposed for language teachers, curriculum planners, material developers, policymakers, and researchers to enhance oral communication competence among Pakistani ESL learners through targeted instruction of oral communication strategies.