Effects of Process-Genre Based Pragmatic Instruction on Chinese EFL Learners' Pragmatic Ability and Metacognitive Strategy Use in Letter Writing

Abstract: This study investigated the effects of process-genre-based pragmatic instruction on Chinese EFL learners’ pragmatic ability and metacognitive strategy use in letter writing. Thirty-four intermediate-level students received pragmatic instruction within a process-genre framework. Data were collected using multiple-choice tests (MCTs), written discourse completion tasks (WDCTs), a metacognitive strategy questionnaire (MSQ), and interviews. Results indicated significant improvements in pragmatic comprehension and expression abilities, with post-test scores substantially exceeding pre-test performance. Analysis of MSQ responses and interview data revealed increased use of planning strategies as learners became more attentive to genre-specific pragmatic features and more deliberate in structuring their letters. This study bridges theoretical frameworks and practical pedagogy, offering actionable insights for EFL educators in teaching written pragmatics. Keywords: Chinese EFL learners, process-genre-based pragmatic instruction, pragmatic ability, metacognitive strategies, letter writing