Optimizing Task-Based Pragmatics Instruction for Iraqi EFL Learners: Investigating Task Design Variables, Modality Effects, and Long-Term Competence Development
Subject Areas :Reyasah Kareem Adhab al Lami 1 , Fatemeh Karimi 2 , Hamid Gittan Jewad Alchlaihwi 3 , Zargham Ghapanchi 4
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Keywords: modality effects, pragmatics, task, task design variables,
Abstract :
This research explored the enhancement of Task-Based Pragmatics Instruction (TBPI) for Iraqi EFL intermediate learners through the impact of task difficulty and instructional mode (online versus face-to-face) on the acquisition, retention, and spontaneous use of expressive, declarative, and directive speech acts. Acknowledging the difficulty experienced by Iraqi students in acquiring pragmatic competence and the lack of studies addressing this issue, this longitudinal, quasi-experimental study piloted two experimental conditions (online TBPI, n=40; face-to-face TBPI, n=40) and a control condition (n=40). Testing involved pre-, post-, and 6-month delayed post-tests, i.e., a Discourse Completion Test, and a delayed Spontaneous Use Task. Results indicated that both TBPI groups outperformed the control group on immediate post-test accuracy across all speech act types and on directive fluency. The face-to-face group, however, showed significantly more immediate gains in directive accuracy and fluency than the online group. Task complexity increased harmed directive fluency (online) and accuracy (face-to-face). Notably, longitudinal testing showed enhanced retention in the face-to-face group on all measures, while the online group exhibited a decline in declarative accuracy. The face-to-face group also had significantly higher directive accuracy and fluency, and a significantly higher spontaneous use of directives six months post-intervention. Research findings indicate that, although both TBPI modalities offer advantages to Iraqi EFL learners, the in-person setting promotes a more substantial, enduring, and transferable pragmatic competence.
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