Digital learning resources, pre-service teachers, TEFL, constructivism, ICT.

This study sets out to examine the communication strategies (CSs) employed by non-native pre-service teachers (NN-PSTs) of English. Twelve English lessons conducted by twelve NN-PSTs were audio-recorded, transcribed and coded deductively as well as inductively. Each of the lessons included a digital learning resource, which was analyzed for inherent CSs. Perceptions on the meanings and uses of the CSs were also obtained from all NN-PSTs via stimulated recall, group interview and written observation feedback. The aim was to find out whether NN-PSTs are able to articulate the reasons for employing the particular CSs, specifically in connection with their utilization of digital learning resources, amplifying the role of pedagogical constructivism in ICT facilitated ELT classrooms. The findings indicated that the NN-PSTs employed a variety of CSs for diverse intentions reflecting their multiple roles as teachers, novice teachers, and English language learners, however the majority was used more or less intuitively and subconsciously.