The Impact of Student-Paced Pragmatics Instruction through Nearpod on EFL Learners' Request Performance

Autor/inn/en	Civelek, Mustafa; Karatepe, Çigdem
Titel	The Impact of Student-Paced Pragmatics Instruction through Nearpod on EFL Learners' Request Performance
Quelle	In: Advances in Language and Literary Studies, 12 (2021) 6, S.67-78 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Pragmatics; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Oral Language; Computer Software; Independent Study; Learning Processes; Task Analysis; Pretests Posttests; Skill Development; Behavior Change; Generalization; Verbs; Language Usage; Form Classes (Languages); Speech Acts; Computer Assisted Instruction; College Students; Adult Learning; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pragmalinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Selbststudium; Learning process; Lernprozess; Aufgabenanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Sprachgebrauch; Analytischer Sprachbau; Sprechakt; Computer based training; Computerunterstützter Unterricht; Collegestudent; Adulte education; Adult training; Erwachsenenbildung; Ausland; Türkei
Abstract	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 posttest data set. In summary, the results indicated that self-paced learning helped learners improve strategies for performing appropriate requests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01