Explicit instruction of refusals significantly improves Iranian EFL learners' pragmatic performance of refusals¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The explicit instruction group showed a statistically significant pretest-to-posttest improvement in pragmatic production of refusals (Exact Sig. 2-tailed = .000). → Farrokhi and Atashian 2012
Evidence¶
Farrokhi and Atashian 2012¶
Farahman Farrokhi, Soheil Atashian. (2012). The Role of Refusal Instruction in Pragmatic Development. World Journal of Education, Vol. 2, No. 4. http://dx.doi.org/10.5430/wje.v2n4p85
q3 · i? · causal · r2
Quasi-experimental pretest/posttest study of 60 upper-intermediate EFL learners rated on open-ended DCTs by two native-speaker raters and analyzed with Wilcoxon Signed Ranks Test. The explicit group's Exact Sig. 2-tailed of .000 indicates a significant pretest-posttest change, described as "a drastic change in subjects' performance of refusals".
"As illustrated by table 4, the P-value (Exact Sig. 2-tailed) for control, explicit and implicit groups is 1.000, .000, and .013 respectively."
Discussion¶
Related Claims¶
- Control-group exposure to dialogs without pragmatic instruction produces no significant change in refusal performance — related
- Explicit instruction outperforms implicit instruction in boosting Iranian EFL learners' pragmatic performance of refusals — related
- Implicit instruction of refusals also significantly improves pragmatic performance, but less than explicit instruction — related
- Explicit instruction of the apology speech act significantly improves Iranian EFL learners' appropriate use of apology strategies at both intermediate and advanced proficiency levels — related
- Explicit metapragmatic instruction on requests raises request speech act awareness of intermediate EFL learners relative to regular institute instruction — related
- Explicit comparison of L1 and L2 complaints and apologies through the interview project was followed by more appropriate strategies in the posttest — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.