The Impact of Pragmatics Instruction on Speech Act Performance Among EFL Learners: A Comparison of Technology-Enhanced and Conventional Classrooms

Abstract This research explored how pragmatics instruction affected the performance of Iraqi EFL learners in producing directive and commissive speech acts, examining various age groups and learning settings (technology-enhanced versus conventional classrooms). Additionally, the study investigates the perceptions of both EFL students and teachers regarding this pedagogical approach. For this purpose, four groups, each consisting of 50 Iraqi EFL learners, were included in the study. Specifically, two experimental groups ( technology-enhanced versus conventional instruction ) received pragmatics instruction, and the two control groups did not receive any instruction. These participants were drawn from both a university and a private language institute. The data were collected by placement tests, multiple discourse completion tests (MDCTs), and assessment questionnaires. Qualitative data was collected by semi-structured interviews and subsequently analyzed thematically. The results indicated that learners who were provided with instruction in speech acts demonstrated a notably higher level of performance than those who did not receive any instruction. Furthermore, the findings revealed that the technology-enhanced group performed better than their peers in conventional classroom and adults outperformed teenagers despite no gender differences. Interviews revealed the various benefits and obstacles associated with speech act instruction.