Twelve sessions of PCR instruction significantly improved Thai engineering students' WDCT performance on complaints across all four criteria in both scenarios¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pre-test to posttest mean scores on complaint scenarios differed significantly on all criteria (correct expressions, quality of information, strategy choices, politeness), p < .05. → Noonkong et al. 2017

Evidence¶

Noonkong et al. 2017¶

Uraiwan Rattanapan Noonkong, Anamai Damnet, Kanjana Charttrakul. (2017). Enhancing Thai Engineering Students’ Complaints and Apologies through Pragmatic Consciousness-Raising Approach (PCR). Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.8n.6p.92

q2 · i? · design · r2

Paired-samples t-test comparison of pre-test and posttest WDCT scores rated by three native speakers for 45 students (df 44) in a classroom action research study; the article reports a significant difference on all criteria (p value <.05), with pre-test means rising from scale 1 to scale 2.

"According to the Table 1, a significant difference between the mean scores in the pre-test and posttest of all criteria were found in both scenarios (p value <.05)."

Discussion¶

Related Claims¶

• Explicit comparison of L1 and L2 complaints and apologies through the interview project was followed by more appropriate strategies in the posttest — related
• After PCR instruction, apology WDCT scores improved significantly on some criteria but not on politeness in either scenario — related
• Participants perceived the PCR class as beneficial in four areas: awareness of social factors, indirect strategies, nonverbal communication, and a motivating atmosphere — related
• Participants raised three concerns about the PCR class: low confidence to use learned expressions in real communication, insufficient grammar development, and doubts about roleplay tests — related