the students were pause fillers and hesitation devices, followed by circumlocution, appeal for help, clarification request and confirmation check. The least useful CSs were message abandonment, followed by foreignizing, code switching, word coinage and topic avoidance. It should be noted that there was a correlation between what they perceived as useful and what they actually used (as reported on the results of CS use). That is, after the CS
instruction the students were more aware of taught CSs, particularly pause fillers and
hesitation devices when they perceived these strategies as the most useful CS. In
addition, similar to the CS usage part, the students considered foreignizing and
message abandonment least useful for them. It can be concluded that the training of
some CSs (i.e., pause fillers and hesitation devices and circumlocution) positively
influenced students’ higher perceptions of the usefulness of these strategies.