The Success of Communication Goals among Indonesian Learners of Japanese through Communication Strategies
Abstract
The use of communication strategies (CS) is crucial when speakers encounter linguistic difficulties in conveying their ideas or intentions to their interlocutors. This study serves as a pilot investigation that lays the foundation for designing instructional approaches to communication strategies. The novelty of this research lies in its focus on integrating CS-based instruction into Japanese conversation teaching for Indonesian learners, an area that has not been previously explored. The types of communication strategies were classified based on the degree of communicative success observed in conversations involving Indonesian learners of Japanese at the basic and intermediate levels. The study employed a cross-case study method, allowing for a systematic comparison between learners at different proficiency levels. Data were collected from one basic-level and one intermediate-level learner, each engaging in a free-topic conversation with a native Japanese speaker for approximately one hour. The findings indicate that the most frequently used communication strategy at the basic level was literal translation, whereas at the intermediate level, the use of fillers was most common. This study represents an initial step toward the development of pedagogical approaches for teaching Japanese communication strategies.
Downloads
References
Abbas, N., Degani, T., & Prior, A. (2021). Equal opportunity interference: Both L1 and L2 influence L3 morpho-syntactic processing. Frontiers in Psychology, 12, 673535. https://doi.org/10.3389/fpsyg.2021.673535
Adlington, R., Quinn, F., Charteris, J., Rizk, N., & Volpe, C. R. (2024). Using interpersonal meaning-making resources to build relationships and improve engagement in online teacher professional learning. The Australian Educational Researcher, 52, 255–274. https://doi.org/10.1007/s13384-024-00713-4
Al Ahbaby, T. D. A., & Al Azzawi, I. T. (2024). The influence of strategic competence on Iraqi EFL university students’ conversations. Journal of Language Studies, 8(1), 238–258. https://doi.org/10.25130/Lang.8.1.16
Azizi, Z., Namaziandost, E., & Ashkani, P. (2022). Active learning as an approach to fostering EFL learners’ speaking skills and willingness to communicate: A mixed-methods inquiry. Issues in Language Teaching, 11(2), 93–128. https://doi.org/10.22054/ilt.2023.70542.744
Chan, C. S. C. (2019). Long-term workplace communication needs of business professionals: Stories from Hong Kong senior executives and their implications for ESP and higher education. English for Specific Purposes, 56, 68–83. https://doi.org/10.1016/j.esp.2019.07.003
Cirit Işıklıgil, N. C., Sadler, R. W., & Arıca Akkök, E. (2022). Communication strategy use of EFL learners in videoconferencing, virtual world and face-to-face environments. ReCALL, 35(1), 122–138. https://doi.org/10.1017/S0958344022000210
Chou, M.-H. (2024). Communication strategies, difficulties, and speaking tasks in foreign language learning. SAGE Open, 14(3). https://doi.org/10.1177/21582440241266324
Dag Akbaş, R. (2024). Enhancing EFL students’ speaking confidence: The role of explicit communication strategy training. i-manager’s Journal on English Language Teaching, 14(3), 24–36. https://doi.org/10.26634/jelt.14.3.20941
Dassanayake, N. (2021). Optimal use of L1 and L2 in teaching Chinese to Sri Lankan students: Approaches and challenges. Studies in Learning and Teaching, 2(3), 21–32. https://doi.org/10.46627/silet.v2i3.78
Dawit, A. G. (2020). Strategic competence and its implication in language teaching. International Journal of English Language and Culture, 8(2), 41–47. https://www.academicresearchjournals.org/IJELC/PDF/2020/August/Dawit.pdf
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47(1), 173–210. https://doi.org/10.1111/0023-8333.51997005
Faerch, C., & Kasper, G. (1983). Strategies in interlanguage communication. Longman.
Furuta, T. (2023). 同時双方向型オンライン授業における協働活動 [Learning about collaborative activities through simultaneous online]. 大阪大学日本語日本文化教育センター授業研究 [Study of Classroom Practice of the Center for Japanese Language and Culture, Osaka University], 21, 69–81. https://doi.org/10.18910/91282.
Gao, Y., Kew, S. N., Feng, H., Zhang, T., & Ren, Z. (2024). Facilitating second language willingness to communicate in English: A systematic review. Arab World English Journal, 15(4), 328–351. https://doi.org/10.24093/awej/vol15no4.21
Gushmanida, G., Mustadi, A., Nugroho, I. A., Kusumo, G., & Mapandi, R. D. (2025). Digital literacy: Thinking critically about language skills in the digital age. Studies in Learning and Teaching, 6(1), 87–96. https://doi.org/10.46627/silet.v6i1.381
Habók, A., Magyar, A., & Molnár, G. (2022). English as a foreign language learners’ strategy awareness across proficiency levels. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1019561
Hayashi, G. (2022). Best practices for public speaking instruction for EFL undergraduate students in Japan. In The Asian Conference on Education 2022: Official Conference Proceedings (pp. 73–85). https://doi.org/10.22492/issn.2186-5892.2023.6
Hisayama, S. (1996). A study on the relationship between communication strategies used by Japanese EFL learners and their English proficiency. ARELE: Annual Review of English Language Education in Japan, 7, 21–27. https://doi.org/10.20581/arele.7.0_21
Hodges, A., & Seawright, L. (2023). Transnational technical communication. Business and Professional Communication Quarterly, 86(4), 498–513. https://doi.org/10.1177/23294906231154860
Huang, N. (2022). Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework. Frontiers in Psychology, 13, 987729. https://doi.org/10.3389/fpsyg.2022.987729
Immigration Services Agency of Japan. (2025). Zairyū gaikokujin no ninzū ni tsuite [Number of foreign residents]. https://www.moj.go.jp/isa/publications/press/13_00052.html
Jalleh, C. M., Mahfoodh, O. H. A., & Singh, M. K. M. (2021). Oral communication apprehension among Japanese EFL international students. International Journal of Instruction, 14(2), 155–178. https://doi.org/10.29333/iji.2021.14210a
Jensen, I. N., Mitrofanova, N., Anderssen, M., Rodina, Y., Slabakova, R., & Westergaard, M. (2021). Crosslinguistic influence in L3 acquisition. International Journal of Multilingualism, 20(3), 717–734. https://doi.org/10.1080/14790718.2021.1985127
Karacan, C. G., Kılıç, T., & İnce, M. (2023). Strategic competence in virtual classrooms. Türk Eğitim Değerlendirmeleri Dergisi, 3(3), 64–77. https://dergipark.org.tr/en/pub/tedd/article/1441514
Kirst, T., Chaisiri, P., Chantaruchikapong, N., & Wilang, J. D. (2023). Communication strategies used by ASEAN undergraduate students. Journal of Mekong Societies, 19(3), 109–131. https://so03.tci-thaijo.org/index.php/mekongjournal/article/view/264923
Li, C. (2025). Negotiating meaning via communication strategies. Behavioural Sciences, 15(7), 976. https://doi.org/10.3390/bs15070976
Maldonado, M. R. (2016). Communication strategies used by different level L2 English learners. Revista Signos, 49(90), 71–93. https://doi.org/10.4067/S0718-09342016000100004
Michno, J., & Schmitt, B. (2025). Effects of study abroad versus explicit instruction on the acquisition of compliments. Hispanic Studies Review, 9(1). https://hispanicstudiesreview.cofc.edu/article/128597
Mifka Profozic, N. (2023). Interactive alignment in L2 learning. Education Sciences, 13(8), 792. https://doi.org/10.3390/educsci13080792
Micklos, A. (2023). Cognitive and interactive mechanisms for mutual understanding in conversation. In Oxford Research Encyclopedia of Communication. Oxford University Press. https://doi.org/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-134
Nishimura, A. (2024). Developing communicative competence through strategy training. In B. Lacy, P. Lege, & P. Ferguson (Eds.), Growth mindset in language education. JALT. https://doi.org/10.37546/JALTPCP2023-03
Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal, 89(1), 76–90.
Otwinowska, A. (2024). Cross-linguistic influence and language co-activation in acquiring L3 words: What empirical evidence do we have so far? Second Language Research, 40(3), 765–783. https://doi.org/10.1177/02676583231176371
Phisutthangkoon, K. (2024). The use of English communication strategies by Thai EFL interns. International Journal of Learning, Teaching and Educational Research, 23(12), 512–538. https://doi.org/10.26803/ijlter.23.12.26
Rabab’ah, G. A. (2008). Communication strategies in translation. Babel, 54(2), 121–139. https://doi.org/10.1075/babel.54.2.01rab
Rahman, A., & Isroyana, D. N. (2021). Communication strategies used by EFL students in English classroom setting. Jo-ELT (Journal of English Language Teaching), 8(2), 207–217. https://doi.org/10.33394/jo-elt.v8i2.4482
Richards, J. C., & Rodgers, T. S. (2022). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics (4th ed.). Routledge.
Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: Typology and teachability. Language Learning, 41(2), 235–268. https://doi.org/10.1111/j.1467-1770.1991.tb00685.x
Sarwari, A. Q. (2024). The requirements and importance of intercultural communication competence: A systematic review. SAGE Open, 14(3). https://doi.org/10.1177/21582440241243119
Sibbald, S. L., Ziegler, B. R., Maskell, R., & Schouten, K. (2020). Implementation of interprofessional team-based care: A cross-case analysis. Journal of Interprofessional Care, 34(6), 1–8. https://doi.org/10.1080/13561820.2020.1803228
Soori, A., & Zamani, A. (2024). Exploring the impact of explicit instruction of communication strategies on speaking fluency: A study on lower intermediate Iranian female EFL learners. Journal of New Trends in English Language Learning, 3(3). https://doi.org/10.71528/jntell.2024.1106272
Trương, T. N. N., Noordin, N., Ismail, L., & Yahya, Y. (2022). Revisiting views of grammar and grammar learning strategy use: A multiple case study in Vietnam. Language Value, 15(1). https://doi.org/10.6035/languagev.6124
Tushar, H., & Sooraksa, N. (2023). Global employability skills in the 21st century workplace: A semi-systematic literature review. Heliyon, 9(11), Article e21023. https://doi.org/10.1016/j.heliyon.2023.e21023
Widyastuti, N. L. A., Suarnajaya, I. W., & Widiati, A. (2021). An analysis of communication strategies in speaking. Lingua Scientia, 28(1), 65–73. https://doi.org/10.23887/ls.v28i1.35579
Willems, G. M. (1987). Communication strategies and their significance in foreign language teaching. System, 15(3), 351–364. https://doi.org/10.1016/0346-251X(87)90009-1
Yamazaki, K. (2023). Enhancing EFL learners’ communication skills in English classes at a Japanese university. TELES Journal, 43, 181–196. https://doi.org/10.57539/telesjournal.43.0_181
Yang, H., Tsung, L., & Cao, L. (2022). The use of communication strategies by second language learners of Chinese in a virtual reality learning environment. SAGE Open, 12(4). https://doi.org/10.1177/21582440221141877
Yu, Y. (2022). The role of psycholinguistics for language learning in teaching based on formulaic sequence use and oral fluency. Frontiers in Psychology, 13, 1012225. https://doi.org/10.3389/fpsyg.2022.1012225
Zhou, R., Samad, A., & Perinpasingam, T. (2024). A systematic review of cross-cultural communicative competence in EFL teaching: Insights from China. Humanities and Social Sciences Communications, 11, Article 1750. https://doi.org/10.1057/s41599-024-04071-5
Copyright (c) 2025 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
