This study examines changes in secondary-school English as a Foreign Language (EFL) learners’ production of requests and responses and their confidence in judging pragmatic appropriateness following Concept-Based Pragmatics Instruction (CBPI). Fifteen Spanish learners aged 14–15, with upper-A2 to lower-B1 English profi...
Pragmatic competence remains a vital yet often overlooked area in instructed second language learning, particularly in the domain of refusal speech acts. This quasi-experimental study investigated the effect of VR-mediated explicit pragmatics instruction on L2 learners’ refusal strategies. Fifty-two intermediate-leve...
Maximizing target-language exposure may increase opportunities for oral practice in English as a Foreign Language (EFL) classroom; however, rigid English-only practices may restrict beginning learners’ comprehension and participation. This classroom pilot study introduced and examined the classroom implementation of...
University learners of English as a foreign language (EFL) need to interpret interpersonal meanings, manage academic relationships, and adapt communication across institutional and intercultural encounters. Although existing syntheses establish that second-language pragmatics is teachable, a more specific question rema...
Article explores the impact of differentiated communicative activities on the development of English-speaking skills among elementary (A1–A2) English as a Foreign Language (EFL) learners. In a mixed-ability classroom setting, traditional one-size-fits-all speaking tasks often fail to address the diverse linguistic need...
The study examines the attitudes of English preparatory program students and instructors toward the strategic use of first language (L1) in a Turkish foundation university, focusing on variation across proficiency levels and teaching experience. A Likert-scale questionnaire including an open-ended metaphor task was adm...
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