Developing pragmatic competence using digital tools: Exploring performance-based approach to teaching speech acts and politeness in foreign language learning
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Abstract
One primary task often overlooked in language teaching is helping learners know when and how to use speech acts and politeness strategies in a foreign language. This study was structured to test if a technologically supported way of teaching helps foreign language learners develop their pragmatic skills. A mixed-methods quasi-experimental study was implemented and 144 university students at intermediate-to-advanced levels of English formed the experimental and control groups. Learners in the experimental group did activities online through Zoom role-plays, used VR-based simulations and responded to Flipgrid assignments, but those in the control group used traditional textbooks and exercises. Quantitative data from learners was gathered using two types of tasks (Discourse Completion Tasks and Pragmatic Judgement Tests), speech production tasks and a survey that asked about their attitudes. ANCOVA was conducted to adjust for initial differences, MANOVA was used to see changes in appropriateness, politeness and fluency and multivariate regression helped explore whether digital engagement and previous proficiency could predict results. Consistent and accurate results were seen with a Cronbach’s Alpha (≥ .86) and a Cohen’s Kappa of .81. Students in the experimental group made more progress on the post-test (F = 28.09, p < .001) since the differences were large (Cohen’s d = 0.87 for total scores) and digital engagement was the biggest factor linked to better pragmatics. Using NVivo, semi-structured interview data from 20 participants were organised under key themes like strategies learners use, differences in cultural awareness and digital difficulties. Participants in the study unveiled that they began to pay more attention to how what they do fits with society’s expectations. Together, the results provided evidence that tasks designed for performance in digital environments can greatly enhance a person’s pragmatic skills by offering authentic, personal and cultural opportunities to use language appropriately in context.
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