Adeola Abdulateef Elega

5.2 Conclusions Drawn from the Study 
The research basically sets to answer questions of the use of verbal communication 
among Nigerian students in Eastern Mediterranean University, North Cyprus. It also 
seeks to answer the question of the nonverbal cues used and thirdly it answers the 

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question of the use of new media as an assistance to cope with language barrier. The 
study “interpersonal communication strategies Nigerian student’s device to cope in 
Turkish Republic of North Cyprus” sets out to explore, examine and answer the 
following research questions. 
RQ1 Which nonverbal communication aspects do the Nigerian students in Eastern 
Mediterranean University use among the host community as a medium to cope with 
language barrier? 
The result from the survey shows that the Nigerian students agreed to use some 
aspects of nonverbal communication. They use eye contact (oculesics) with a 
percentage presented as 26.5%. They use their hands (kinesics) to communicate 
when language becomes a barrier which the survey result presents as 43.7% showing 
that they use hands to communicate more than other nonverbal cues because it has 
the highest mark. Signs and symbols are also used to communicate when language 
becomes a barrier and from the results of the survey it has a percentage of 38.7%. 
Another aspect of nonverbal cues used by Nigerians to communicate is touching 
(haptic) things to communicate and it is also used very well because it was next in 
percentage after using hands to communicate with a percentage of 42.0%.
Facial expression is another aspect of nonverbal cues Nigerian students devise to 
cope with language barrier in North Cyprus and it has a percentage of 35.3%. Vocal 
qualifiers (paralanguage) which is about listening to the tone of the speakers voice is 
another aspect of nonverbal communication used to communicate when language 
impedes communication and it has a percentage of 34.0%. Vocal segregates 
(paralanguage) which is the use of ‘uhn’ ‘uh’ etc. to communicate is another aspect 

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that is used with result of the survey showing 38.2% in its favor. Vocal segregates 
(paralanguage) which is nonverbal communication through screaming, crying, 
laughing etc. is also used with a percentage of 28.6% 
RQ2 Which verbal communication aspects do the Nigerian students in Eastern 
Mediterranean University use among the host community as a medium to cope with 
language barrier? 
From the results of the survey, 44.1% of the participants agreed that they know and 
use a few Turkish words which is very important to verbal communication approach 
to cope with language barrier. 41.2% of the participants use English words to explain 
to Turkish Cypriots even when they know that they don’t understand them. 25.2% 
from the result of the survey also showed that they make Turkish friends to learn 
Turkish language as a verbal communication strategy to cope with language barrier.
RQ3 Do the Nigerian students who study at Eastern Mediterranean University 
consider language barrier as an opportunity to learn Turkish language? 
Out of the total number of participants of the study, 204 of the participants agreed 
with a very high percentage of 85.7% to the fact that the language barrier is an 
opportunity to learn Turkish language. 
RQ4 Do the Nigerian students have an individual or a general approach to respond 
with nonverbal cues in common situation? 

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From the results of the survey, the participants accedes that they have individual 
approach to responding to nonverbal cues especially buying things sometimes with a 
percentage of 46.2%. Also from findings of the survey, the participants submits that 
they use a general approach to respond to nonverbal cues especially buying things 
sometimes with a percentage of 43.7%.
RQ5 Do the Nigerian students who work (summer jobs or part time jobs) adapt more 
easily to the host community than those who only study? 
Out of the total respondents, 195 participants representing 81.9% school alone and 
don’t work. 43 of the respondents which represent 18.1% of the total number of 
respondents work and they also school. Out of the 43 that work and school, 37 of 
them which constitute 15.5% agreed that they have more opportunities to cope with 
language barrier and adapt more easily with the host community. Those who said 
they don’t were 6 representing 2.5%. For those who adapted more with language 
barrier because they work within the host community is what is termed instrumental 
motivation which is a language learning process with the aim of accomplishing 
another reason entirely like getting a job (Soureshjani & Naseri, 2011 p. 662). 
RQ6 Do the Nigerian students get help through Medio communication (google 
translate, telephone calls, social media) when communicating with the host 
community? 
From the findings of the survey, 51.7% check google translate for translation of 
English words to Turkish words when language becomes a barrier. 25.2% of the 
respondents chat with friends on social media (Facebook, WhatsApp, Instagram, 

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blackberry messenger etc.) when language becomes a barrier. Those who make 
telephone calls to friends who understand Turkish language when language becomes 
a barrier represent 23.5% so they do get help especially from google translate. 
RQ7 Is there a gender difference as far as verbal and nonverbal communication 
strategies used by Nigerian students are concerned? 
Out of the total number of respondents, 84 representing 35.3% asserts that there are 
gender differences to how boys and cope with language barrier in North Cyprus 
sometimes and not every time. 
RQ8 Does Religion make any difference with respect to strategies to how Nigerian 
students cope with language barrier? 
Another was employed in this respect since we are and result shows that the 
question “I make an attempt to communicate with Turkish Cypriots even with 
language barrier” was taken into consideration with participants’ religion, 
statistically significant difference was found at p=.047 when P ≤ 0.05. ANOVA Test 
result was found at p=.003 when “I know and use a few Turkish words” was taken 
into consideration and it indicate that there is statistically significant difference at p ≤ 
0.05 with respect to religion. Also, ANOVA Test result was found at p=.006 when “I 
use English words to explain to Turkish people even when I know they don’t 
understand me” to indicate that there is statistically significant difference at p ≤ 0.05 
with respect to religion. 

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Results from the survey shows that 62.2% of the respondents find it easy to 
understand nonverbal cues. The researcher made a turnaround in grading system 
which is basically for students and asked participants to grade nonverbal cues as a 
way of coping with language barrier in North Cyprus. 4.7.1% of the respondents 
graded it ‘Fair’. Respondents said language barrier is the major problem to their stay 
in North Cyprus sometimes with a percentage of 48.3%. Participants accedes that 
they get a quick response to nonverbal cues they try to communicate with sometimes 
with a percentage of 52.1% of the total number of participants of the study. 
Participants constituting 35.3% accedes that they find it easy to buy things in Turkish 
language sometimes. Respondents submits to the use of all these aspect of nonverbal 
cues in their culture sometimes and they are; body movement, facial expression, 
signs and symbols, eye contact, touching things to communicate with percentage 
38.2%, 32.4%,38.2%,41.2%,36.6% respectively. Participants asserts that the learning 
process of learning their first language is faster than learning Turkish language and 
85.3% of the participants agreed to that. 77.3% of the participants accedes that there 
is no similarity between Turkish language and their language. Participants were 
undecided if Turkish Cypriots are racist with a percentage of 33.2%. 51.3% of the