Navigating Cultural Fault Lines: The Impact of Disconnection on Pragmatic Competence in Virtual EFL Instruction

This research examined the influence of cultural mismatch in virtual English as a Foreign Language (EFL) learning on the pragmatic competence of learners based on comparative contrast of Iranian and British EFL learners. Relying on findings regarding information structure from recent studies on EFL instructional methods, this article probed how culturally inappropriate content and pedagogy hinder the development of pragmatic ability, especially in virtual learning contexts. By integrating Vygotsky's Sociocultural Theory and Byram's Intercultural Communicative Competence (ICC) model, the research stresses the necessity of culturally responsive virtual EFL environments that acknowledge and accept learners' cultural backgrounds and experiences. Findings, drawn from both quantitative and qualitative data, reveal deep pragmatic competence disparities between learners instructed with culturally disconnected and culture-tailored teaching, demonstrating the importance of cultural embedding in online EFL instruction and the need for culturally responsive instructional design. The findings also show that cultural mismatch affects not just pragmatic competence but also learners' interest and motivation, thus hindering them from communicating efficiently in real-life situations. The findings of this research contribute to a growing body of research advocating the implementation of culturally responsive pedagogical practice in EFL instruction to better learning and foster intercultural competence.