Abstract

This review synthesizes findings from 54 peer-reviewed studies published between 1972 and 2024, examining communication strategies in second language acquisition (SLA) with a focus on learner-related, cultural, and technological influences. Learner factors such as language proficiency, affective states, and personality traits shape strategy selection and effectiveness, while cultural background and first language influence adaptation in intercultural contexts. Novel technologies including artificial intelligence, mobile-assisted language learning, and immersive environments introduce new challenges and opportunities in strategy deployment. Key findings highlight the need for proficiency-sensitive task design, affective support, culturally responsive instruction, and critical digital literacy training. The review identifies underexplored areas such as younger learners, multilingual populations, non-oral communication modalities, and real-time strategy use, calling for interdisciplinary research that integrates linguistics, psychology, sociology, and cognitive science to advance L2 pedagogy in a rapidly evolving digital era.

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