A study on request-refusal pragmatics instruction using Project-Based Learning

This study explores the instructional design of request-refusal speech act lessons using PBL-based role-playing, focusing on resolving pragmatic and sociopragmatic issues that learners face in intercultural communication. By analyzing student outputs such as task worksheets, role-play presentations, and reflection journals, the study found that learners deepened their understanding of sociocultural differences and recognized the importance of politeness strategies. Additionally, learners improved their communication skills by appropriately utilizing verbal and non-verbal expressions in request-refusal scenarios. While the overall satisfaction with the course was high, learners emphasized the need for more time to engage in deeper understanding.