Mapping Learning Strategies to Pragmatic Competence in EFL Learners: A Structural Equation Modeling Approach

Abstract

Learning strategies are defined as the behaviors and thoughts that learners engage in during the process of learning, receiving, or producing language. However, the extent to which these strategies are naturalized in the meaning-making procedure has not been thoroughly scrutinized in an English as a Foreign Language context. Moreover, the complex interplay of self-regulated learning strategies significantly shapes learners' pragmatic competence. It is worth noting that there is an individual difference in establishing, developing, and maintaining pragmatic competence, akin to the specific strategies language users implement. The present study aims to explore learning strategies for developing and enhancing pragmatic competence through structural equation modeling , investigating the relationships among cognitive, metacognitive, sociocultural, and affective strategies and their impact on learners' ability to produce appropriate requests and apologies. Data from 150 university-level EFL learners revealed a dynamic network of strategic interactions. The study's findings revealed that while cognitive strategies directly support pragmatic competence, their relationship with metacognitive strategies is notably inverse. Furthermore, the management of learning (metacognitive strategies) strongly fosters social strategies, and the awareness of one's emotions (meta-affective strategies) is closely linked to navigating sociocultural contexts. The results underscore that pragmatic development is not a linear process but is mediated by a balanced and self-aware approach to strategy use. This highlights the pedagogical importance of moving beyond isolated strategy instruction to foster learners' overall self-regulation, particularly in managing the affective and social dimensions of communication.