Exploring Moroccan University EFL Teachers' and Students' Perceptions towards the Explicit Instruction of Communication Strategies

Abstract

Communication strategies serve as key tools in addressing learners' psychological and linguistic deficiencies and fostering their communication skills. However, the teachability of these strategies remains a highly contentious issue, with some researchers advocating for their explicit instruction and others arguing against it. The present study, therefore, investigates Moroccan university EFL teachers' and students' perceptions towards the explicit teaching of communication strategies. It specifically aims to explore whether both groups endorse or reject the explicit instruction of these strategies and seeks to identify the potential benefits associated with their incorporation into the university EFL classroom. To this end, a qualitative research approach was adopted. Data were collected through semi-structured individual interviews with ten third-year university EFL students and five university EFL teachers from Moulay Ismail University, representing the Moroccan higher education context. Furthermore, thematic analysis was employed to examine the participants' responses. The study results revealed that both groups favoured the explicit instruction of communication strategies. The findings further indicated that the incorporation of communication strategy instruction can be perceived to enhance EFL students' strategic competence, promote oral fluency, foster learners' self-confidence, and support the development of learner autonomy, thereby contributing to the enhancement of learners' communicative competence.