1. IntroductionWe live in the world of communication. Through various modes of communication, we accomplish desired goals and life achievements. Without communication, human existence is indifferent to the state of a lifeless rock. As we communicate for various purposes across our lifespan, there is no social (human) context in which communication is unimportant (Keyton, 2015). In fact, communication is the sine qua non of human existence (Backlund & Morreale, 2015), because it is ” vital to health, relationships, and all collective human endeavors” (Hannawa & Spitzberg, 2015, p. 7). It is certainly advantageous if one can communicate effectively and appropriately at social events. In contrast, a lack of ability to communicate effectively and appropriately or deficient in communication skills can lead to failures, harm, and threaten our lives (Hannawa, 2015). The ability to communicate—speak, write, listen, and interact with others—is presumably a fundamental human life skill. Despite that, not everyone can communicate well all the time (Backlund & Morreale, 2015). Studies have shown that a certain amount of the population has suffered from the difficulties of communication (Hannawa & Spitzberg, 2015) in their life contexts. In several interactions, competent communication abilities can present valued life outcomes and personal and academic success” (Morreale, 2015, p. 466).  In contrast, “poor communication can cause conflict or even exacerbate existing conflicts “(Thompson, 2011, p. 183).Several communication scholars agree on communication competence is “the ability to use communication appropriately and effectively to achieve a desired outcome or goal” (Spitzberb, Canary, and Cupach, 1994 cited in Afifi & Coveleski, 2015, p. 317; Backlund & Morreale, 2015, p. 23). Understanding the students’ communication is advantageous because it can provide them from effective communication strategies to achieving their life goals. The study of communication competence of the students is also aligned with the UNESCO’s Sustainable Development Goal 4, which calls for teaching competencies beyond literacy and numeracy to prepare students for the challenges of the twenty-first century (Care, 2017).As people continue to rely on technology, such as mobile phones, instant messages (IM), and computers for communication, we must attempt to be competent communicators both in mediated and non-mediated worlds (Kelly & Keaten 2015). Several interaction-based disciplines, including ELT, continue to explore the prospects of communication in technology-mediated contexts.