This study examined the relationship between communication strategies and academic performance among students in an English as a Second Language (ESL) context. Specifically, it investigated the frequency of communication strategy use in speaking and listening and determined their association with students’ performance in Purposive Communication. The study employed a descriptive-correlational research design and involved 290 undergraduate students selected through stratified random sampling. Data were collected using an adapted version of the Oral Communication Strategy Inventory (OCSI) and analyzed using descriptive statistics and Pearson Product-Moment Correlation Coefficient. Findings revealed that students demonstrated a very satisfactory level of academic performance and frequently used communication strategies in both speaking and listening. Strategies related to negotiation for meaning, fluency, and non-verbal communication were most commonly employed, indicating active engagement in communication. Correlation analysis showed a statistically significant but very weak relationship between communication strategies and academic performance in both speaking and listening. Strategies involving interaction and comprehension were positively associated with performance, while passive and avoidance strategies showed no significant relationship. The study highlights the importance of developing interactive and strategic communication skills in language instruction and recommends a more holistic approach to enhancing academic performance. These findings contribute to the understanding of communication strategies in ESL contexts and their role in higher education learning.