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Abstract
This research addresses the incorporation of conversation gambits into an English for Specific Purposes (ESP) course. The primary objective is to determine the influence of implementing conversation gambits on communication skills. This involves examining the frequency with which students effectively use them and identifying the most frequently used gambits introduced by facilitators. The study involved a total of fifteen students and three instructors, forming a targeted group of educators. Also, it adopted a mixed-method approach, employing a descriptive research design. Five focused observations and frequency tables were used as instruments for data collection. The findings revealed a noteworthy trend as students did not actively employ the conversational gambits introduced by facilitators. This behavior is attributed to the absence of consistent enforcement of the conversation gambits throughout the lessons. The study sheds light on the crucial role of reinforcement in promoting the incorporation of conversation gambits into the communication repertoire of educators in ESP courses.
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