From theory to practice: the impact of ELF communication strategy instruction in an EMI context

Communication strategies (CS) that enhance mutual understanding and relationship management are crucial to successful ELF communication. Although prior research recommends including CS in ELF-informed pedagogy, few empirical studies have investigated the effects of such instruction, resulting in a lack of evidence-based guidance for practitioners who wish to include ELF CS to meet their learners’ real-world communicative needs. This study developed and investigated the effectiveness of instructional materials and assessment instruments for teaching six communication strategies that have been reported in ELF descriptive literature. A sequential, quasi-experimental, mixed-methods design was implemented at a university in Kuala Lumpur, Malaysia, where ELF is used for academic purposes (ELFA). Participants’ receptive and productive skills were assessed, and self-reported transfer of learning to authentic communication as well as potential reasons for learning outcomes were also explored. The results suggest that ELF CS are viable pedagogical targets in global ELFA contexts. The findings provide guidance for instructors and curriculum developers who aim to provide ELF-informed instruction, as well as highlighting important directions for future research in this area.