International Journal of Academic Multidisciplinary Research (IJAMR)   Year: 2024 | Volume: 8 | Issue: 3 | Page No.: 62-70 Navigating Conversational Repair Strategies Used in Online Communication Classes Download PDF Kyle Christian B. Sahagun, Shayne S. Mallari Abstract: This study aimed to explore the repair strategies used in online communication classes at the College of Arts and Sciences, Cagayan State University-Carig Campus for the school year 2021-2022. The study made use of the descriptive-qualitative method. The data were derived from the six recorded classes through audio-video recording. Four-part analytic techniques: Record-View/Listen-Transcribe-Analyze (R-V/L-T-A) method and conversational analysis were used. Recorded conversations were transcribed and analyzed using the frequency count. The result of the study shows that the most frequently used repair strategy according to Schegloff et al. (1977) was Self-initiated self-repair with 957 or 98.87% of the 967 occurrences, while Other-initiated other-repair only had 10 or 1.03%. Further for the subcategories of self-repair, the most frequently used strategy is Searching for a word and Hesitation pauses both with 405 or 42.32%, followed by Repetition with 6 or 7%, then Trouble Source Correction with 66 or 6.89% respectively. On the other hand, the two least used strategies are Immediate Lexical Changes with 12 or 1.25%, and False starts with only 2 or 0.22%. Whereas the most other-repair strategy used is Question Words with a frequency of 9 or 90%, followed by Partial Repeat plus a Question Word with only 1 or 10%. Based on the findings of the study, it concludes that all the repair strategies, when effectively applied, can be quite useful in teaching and developing the ability to speak. Employing repair strategies can help learners improve their fluency, accuracy, and effectiveness in discussions, hence, contributing to the teaching of communication skills.