Document Type : Research Paper
Authors
1 Department of English Language Teaching, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 Ph.D. Candidate, English Language Department, Ah. C. Islamic Azad University, Ahar, Iran
3 Assistant Professor, English Language Department, Ah. C. Islamic Azad University, Ahar, Iran
Abstract
This mixed-methods study investigated the communicative competence and communicative strategies employed by Iranian English for Specific Purposes (ESP) students and teachers, a context where curricula often prioritize linguistic knowledge over interactive proficiency. Data were collected from 150 MA engineering students and 10 ESP instructors using a communicative competence questionnaire and audio-recorded classroom observations. The observations were transcribed and coded using an established taxonomy of communicative strategies, which demonstrated high inter-rater reliability. Results revealed a difference wherein students reported strong self-perceived interpersonal skills but exhibited significant difficulties in conversational smoothness and comfort. Analysis of classroom interactions showed that students relied predominantly on compensatory strategies, with a heavy use of code-switching, while teachers primarily used stalling strategies. A significant difference was found in the strategic patterns between the two groups, and more complex strategies like circumlocution were absent among students. The findings point to a critical misalignment between students’ sociocultural confidence and their strategic repertoire, underscoring a systemic neglect of oral proficiency and strategy training. The study concludes that a curricular shift toward explicit strategy instruction and authentic communicative practice is urgently needed in Iranian ESP education.
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