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

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 post-test data set. In summary, the results indicated that self-paced learning helped learners improve strategies for performing appropriate requests.

Employing Nearpod as a Resource to Encourage Active Students in BYOD Mathematics Learning Model

“…However, the utilization of such technologies necessitates the implementation of suitable pedagogies (Feri & Zulherman, 2021;Stojanovska, 2022). According to Civelek and Karatepe (2021), students need to have more possibilities to collaborate and react as active agents in the learning contexts.…”

“…Utilizing the affordances of learning materials and the environment in which students are learning is an extremely significant part of the pedagogical actions that teachers must do in order to encourage student participation in educational pursuits (Civelek & Karatepe, 2021). As a consequence of this, teachers need to be aware of how to facilitate collaborative activities between them and their students with the assistance of the functionalities provided by these educational technologies (Hakami, 2020).…”

A Bayesian probabilistic analysis of the use of English modal verbs in L2 writing: Focusing on L1 influence and topic effects

“…Therefore, Turkish learners may benefit from L1 transfer of agreement and bound morphemes, resulting in a positive transfer [ 31 , 35 , 36 ]. For intstance, Civelek and Karatepe [ 37 ] find that Turkish learners use the same modals irrespective of context, suggesting a different understanding of modals, whereas Yang [ 21 ] reveal that Chinese learners tend to overuse certain modal verbs like ‘can’, ‘will’, and ‘would’ while underusing ‘may’, thus indicating distinct usage patterns influenced by their respective L1.…”

Advancing English as second language communication: The effectiveness of online pragmatic training on essential speech acts

“…Mirzaei et al [ 54 ] studied the development of pragmatic competence through online and class-based recasts. Some researchers focused on technology-based tools to enhance the learners' pragmatic competence [ [55] , [56] , [57] ]. These studies provide valuable insights.…”