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Al Khafaji, Hussein, Amirian, Zahra, Amiryousefi, Mohammad, Sultan, Abbas. (1402). Pragmatic Instruction and Speaking Ability of EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2023.58594.2568
Hussein Al Khafaji; Zahra Amirian; Mohammad Amiryousefi; Abbas Sultan. "Pragmatic Instruction and Speaking Ability of EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus". سامانه مدیریت نشریات علمی, , , 1402, -. doi: 10.22034/elt.2023.58594.2568
Al Khafaji, Hussein, Amirian, Zahra, Amiryousefi, Mohammad, Sultan, Abbas. (1402). 'Pragmatic Instruction and Speaking Ability of EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2023.58594.2568
Al Khafaji, Hussein, Amirian, Zahra, Amiryousefi, Mohammad, Sultan, Abbas. Pragmatic Instruction and Speaking Ability of EFL Learners in Virtual vs. Face-to-face Classroom Contexts: Expressive, Declarative, and Directive Speech Acts in Focus. سامانه مدیریت نشریات علمی, 1402; (): -. doi: 10.22034/elt.2023.58594.2568

Pragmatic Instruction and Speaking Ability of 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
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 آبان 1402
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2023.58594.2568
نویسندگان
Hussein Al Khafaji1؛ Zahra Amirian* 2؛ Mohammad Amiryousefi3؛ Abbas Sultan4
1Department of English Language and Literature, University of Isfahan, Iran
2Department of English language and literature, Faculty of Foreign Languages, University of Isfahan
3Associate Professor of TEFL, University of Isfahan
4Department of English Language, Faculty of Arts, University of Kufa, Iraq
چکیده
This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. real classroom settings and in universities vs. private institutes had any effect on EFL learners’ speaking ability. A group of 224 EFL learners of English Translation and English teaching 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. real conversation classrooms while the two control groups (in university and language institute settings) did not receive instruction on pragmatic markers in online vs. real conversation classrooms. The results indicated that generally those who received pragmatic instruction outperformed those who did not receive such kind of instruction and the participants in real 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.
کلیدواژه‌ها
virtual instruction؛ face-to-face instruction؛ pragmatic markers؛ speaking ability
آمار
تعداد مشاهده مقاله: 108


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