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Al Khafaji, Hussein, Amirian, Zahra, Amiryousefi, Mohammad, Sultan, Abbas. (1403). Pragmatic Instruction and Speaking Ability of Iraqi EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus. سامانه مدیریت نشریات علمی, 16(34), 19-36. doi: 10.22034/elt.2023.58594.2568
Hussein Al Khafaji; Zahra Amirian; Mohammad Amiryousefi; Abbas H. J. Sultan. "Pragmatic Instruction and Speaking Ability of Iraqi EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus". سامانه مدیریت نشریات علمی, 16, 34, 1403, 19-36. doi: 10.22034/elt.2023.58594.2568
Al Khafaji, Hussein, Amirian, Zahra, Amiryousefi, Mohammad, Sultan, Abbas. (1403). 'Pragmatic Instruction and Speaking Ability of Iraqi EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus', سامانه مدیریت نشریات علمی, 16(34), pp. 19-36. doi: 10.22034/elt.2023.58594.2568
Al Khafaji, Hussein, Amirian, Zahra, Amiryousefi, Mohammad, Sultan, Abbas. Pragmatic Instruction and Speaking Ability of Iraqi EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus. سامانه مدیریت نشریات علمی, 1403; 16(34): 19-36. doi: 10.22034/elt.2023.58594.2568

Pragmatic Instruction and Speaking Ability of Iraqi EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus

Journal of English Language Teaching and Learning
دوره 16، شماره 34، اسفند 2024، صفحه 19-36    اصل مقاله (711.86 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2023.58594.2568
نویسندگان
Hussein Al Khafaji1؛ Zahra Amirian* 2؛ Mohammad Amiryousefi2؛ Abbas H. J. Sultan3
1Department of English Language and Literature, University of Isfahan, Iran.
2Department of English Language and Literature, University of Isfahan, Iran
3Department of English Language, University of Kufa, Iraq
چکیده
This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. face-to-face classroom settings had any effect on Iraqi EFL learners’ speaking ability. It also attempted to examine the intervening effects of some factors including age (teenagers in the language institute vs. adults in the university), gender, social class, and the learners’ English language proficiency levels.  To achieve these purposes, a group of 224 Iraqi EFL learners at a university and a private language institute in Kufa, Iraq passing conversation courses were selected and randomly divided into four groups. The two experimental groups (both in university and language institute settings) received instruction on pragmatic markers in online vs. face-to-face conversation classrooms while the two control groups (in university and language institute settings) did not receive instruction on pragmatic markers in online vs. face-to-face conversation classrooms. An English language speaking test was given to the learners to assess their oral performance before and after the treatment. The test was randomly selected from IELTS speaking tests. For the teenagers in the language institute, a simplified speaking task was designed based on IELTS criteria for assessing speaking performance. The results indicated that generally those who received pragmatic instruction outperformed those who did not receive such kind of instruction and the participants in face-to-face classrooms outperformed their virtual counterparts in terms of speaking ability. The study also examined the intervening effects of some social and personal factors including age, gender, social class and level of language proficiency. Based on the findings of this study, the male participants and the students from higher proficiency levels outperformed females and their lower proficiency counterparts in terms of speaking ability. However, they did not show any differences with regard to age and social class. This study offers important implications for EFL teachers, learners and material designers, with regard to the promising effect of face-to-face instruction of different pragmatic features of language through speech acts on learners’ speaking skill. 
کلیدواژه‌ها
virtual instruction؛ face-to-face instruction؛ pragmatic markers؛ speaking ability
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