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Huyen Nhi Vo, Ton Duc Thang University, VietnamHuu Tai Nguyen, Ton Duc Thang University, Vietnam
Abstract
This paper investigated differences in the use of Communication Strategies among Vietnamese non-English majors of different English proficiency levels at the Creative Language Center, Ton Duc Thang University. A total of 101 undergraduates, at elementary and intermediate levels, answered a 58-item questionnaire, an adapted version of the Oral Communication Strategies Inventory (OCSI) suggested by Nakatani (2006), divided into two sections of Speaking and Listening. In terms of Speaking, “Message reduction and alteration” was the most frequently used category at both levels, with no significant difference between them. Significant differences were found in only two speaking categories: “Social affective”, used more frequently by the intermediate group, and “Message abandonment”, used more frequently by the elementary group. Regarding Listening, the highest-ranked category was “Word-oriented” for the intermediate group and “Negotiation for meaning while listening” for the elementary, though elementary means were higher in both. The differences between two levels were recorded in “Fluency-maintaining”, “Less-active listener” and “Negotiation for meaning while listening”, as the higher level more frequently used “Fluency-maintaining” and the lower-level group resorted to the other two strategies more often. Proficiency was therefore associated with differences in three of the seven listening categories but only two of the eight speaking categories, and in five of the seven listening categories it was the elementary group that returned the higher mean. The findings offer teachers and learners a basis for selecting strategies appropriate to each level, in order to compensate for gaps in language ability and to communicate more effectively.
Paper Information
Conference: ECE2026Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ECE2026 Conference Proceedings (View)
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