English Language Teaching (ELT) learners' communication strategies in exclusive and task-based learning

This study is aimed at exploring communication strategies in a course called English Teaching (ET) Media where the participants were EFL sophomores in the English Education study program. One class was taught using an EXCLUSIVE learning model and another was given Task-based learning. The data from observation and a questionnaire were recorded, transcribed, and coded using Dornyei's Communication Strategies Taxonomy before being interpreted to see the distinction in difference between both classes. The results indicate that the EFL learners produced seven types of communication strategies such as Message Abandonment, Topic Avoidance, Use of All-Purpose Words, Non-Linguistic Signals, Code Switching, and Appeal for Help, and Time Gaining. However, their communication strategies occurred more frequently in the EXCLUSIVE learning model class. The EXCLUSIVE learning model stimulated 8.83% more of communication strategies than that of the Task-Based Learning class. The findings suggest an alternative learning model applicable in ELT classroom settings which may be applied in different classrooms.