Raziyeh Behroozian - PhD Candidate, Department of English Language, Sarab Branch, Islamic Azad University, Sarab, Iran
Naser Ghafoori - Assistant Professor, Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Saeideh Ahangari - Assistant Professor, Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran

The present study explored the effect of explicit Communication Strategies (CSs) instruction on Iranian EFL learners’ usage of these strategies in their educational tasks at different proficiency levels. To conduct the study, the researchers chose ۲۰ Iranian EFL teachers and their ۱۵۰ students at two universities in Tabriz, Iran. Accepting a mixed-methods design, the researchers used a questionnaire, an English language proficiency test, and a semi-structured interview to collect the required data. The findings indicated that after receiving communication strategy instruction, teachers and students had positive attitudes toward the usefulness of CSs in the language learning process. However, learners in different proficiency levels had different preferences toward CSs. While advanced learners showed their inclination to use compensation strategies, intermediate learners preferred to use metacognitive. Elementary learners favoured using cognitive CSs. These differences can be attributed to individual differences and contextual factors that suggest pedagogical implications for both teachers and students and provide tentative subjects for further studies.

communication strategies, learners’ perceptions, communication strategies training, strategy instruction, willingness to communicate, communication strategies, learners’ perceptions, communication strategies training, strategy instruction, willingness to communicate