Explicit metapragmatic instruction on requests raises request speech act awareness of intermediate EFL learners relative to regular institute instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After ten sessions of explicit metapragmatic instruction, the experimental group scored significantly higher than the control group on a request DCT posttest (t = 9.299 > critical t = 2.00, p < .05). → Masouleh et al. 2014

Evidence¶

Masouleh et al. 2014¶

Fatemeh Abdollahizadeh Masouleh, Masoumeh Arjmandi, Fereydoon Vahdany. (2014). The Effect of Explicit Metapragmatic Instruction on Request Speech Act Awareness of Intermediate EFL Students at Institute Level. Universal Journal of Educational Research 2(7): 504-511. https://doi.org/10.13189/ujer.2014.020702

q2 · i? · causal · r2

Quasi-experiment with 30 control and 30 experimental intermediate EFL learners at an Iranian English institute; independent t-test on posttest DCT scores. The article reports "the p value of 0.00< 0.05" and observed t (9.299) exceeding critical t (2.00); no effect size is printed.

"the mean of the posttest of the control group was 14.63 and that of experimental group was 18.30. A significant difference was between the two groups in terms of the mean. In addition, the p value of 0.00< 0.05 indicated that the two groups were different significantly."

Discussion¶

Related Claims¶

• The authors interpret their results as showing that explicit metapragmatic instruction provides input enhancement that facilitates interlanguage pragmatic development — related
• Prompts raised learners' pragmatic awareness of refusals more than explicit feedback or control after a 10-week treatment — related