Oral Communication Strategies’ Presentation Through Teachers’ Modeling In Efl Classes

Résumé: This article explores the views of EFL (English as a Foreign Language) teachers regarding their use and demonstration of Oral Communication Strategies (OCS) and how these strategies impact learners' communicative abilities. Adopting a qualitative research design, the study collected data through a questionnaire administered to a purposive sample of 15 EFL teachers from various universities. The findings reveal that many teachers tend to use implicit modeling of OCS, which may not sufficiently develop learners' communicative competence. To address this, the study recommends a more explicit and interactive application of Oral Communication Strategy Instruction (OCSI) in classroom teaching. This method is designed to boost students' fluency and confidence in English communication. Additionally, the study underscores the need for continuous teacher training to improve the effectiveness of OCS modelling, ensuring better support for students in mastering communicative skills.

Publié dans la revue: مجلة آفاق للبحوث والدراسات