Open AccessThe Impact of Student-Paced Pragmatics Instruction through Nearpod on EFL Learners’ Request Performance
Author(s) -
Mustafa Civelek,
Çiğdem Karatepe
Publication year - 2021
Publication title -
advances in language and literary studies
Language(s) - English
Resource type - Journals
ISSN - 2203-4714
DOI - 10.7575/aiac.alls.v.12n.6.p.67
Subject(s) - pragmatics , test (biology) , psychology , context (archaeology) , language proficiency , modality (human–computer interaction) , computer science , mathematics education , linguistics , artificial intelligence , paleontology , philosophy , biology
Although the use of technology for pragmatics instruction has attracted significant attention from scholars, the number of studies regarding the impact of self-access materials to this end is limited. Nearpod is a useful cloud-based application to support self-paced learning. This paper aims to probe the effect of learning through Nearpod on EFL learners’ request performance. Researchers designed seven self-access courses to teach requests. The data was collected from 11 EFL learners through Online Oral Discourse Completion Tasks before and after the treatment. The post-test results revealed that the participants significantly improved their request performance after the treatment. The learners’ responses in the pre-test and the post-test were also qualitatively analyzed for an in-depth investigation of the changes in their requesting behavior. The findings revealed that the learners stopped modality generalization and started using a variety of modal verbs according to the context of situation after the treatment. Additionally, it was indicated that self-paced pragmatics instruction helped learners overcome the pragmatic failures regarding the main verb use in request head acts. Furthermore, the differences regarding the learners’ use of internal and external modifiers were also documented. After the treatment, they performed various internal modifiers that were either absent or uncommon in the pre-test data. Alerters and grounders were found to be the most frequent external modifiers in both the pre-test and the post-test data set. In summary, the results indicated that self-paced learning helped learners improve strategies for performing appropriate requests.