Self-Initiated Repair Strategies of Learners of English as a Second Language

This study investigates the self-initiated repair strategies employed by learners of English as a Second Language (ESL) in oral communication. Recognizing that no speech is error-free, especially among individuals learning English as a second language, this research aims to understand how ESL learners identify and rectify their own speech errors to facilitate effective communication. Utilizing a descriptive-qualitative methodology, thematic analysis was performed on data collected through audio-recorded interviews with twenty (20) purposively sampled ESL learners. The participants, enrolled in the Bachelor of Science in Agricultural and Biosystems Engineering program and having completed a course in Speech and Oral Communication, provided insights into their common trouble sources and the types of repair strategies they use. The findings reveal that ESL learners frequently employ various strategies to correct errors in their speech, enhancing their communication efficacy. The study underscores the importance of self-repair mechanisms in the language learning process and provides implications for teaching practices aimed at improving oral proficiency among ESL learners.