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Examining the effects of proficiency, gender, and task type on the use of communication strategies

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Table 3.1. Descriptive Statistics of CS use (N = 227).
Table 3.2. ANOVA for CSs use of the EFL students across proficiency levels
Table 3.3. The frequency of appeal for help (AFH), circumlocution (C), time-stalling devices(TSD), and message abandonment (MA), in picture description, telling a
Table 3.4. Chi-square Analysis on the frequency of CSs employed by learners (N=27) in Telling a Story, Telling a Joke, and Picture Description Task.
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