10.57647/jals.2025.0501.12

Using Task-based Instruction to Develop EFL Learners’ Pragmatic Oral Fluency

PDF
  • Bahman Gorjian*1,
  • Farzaneh Mir1,
  1. Department of English Language Teaching, Arv.C., Islamic Azad University, Abadan, Iran

Received: 2025-07-25

Revised: 2025-09-26

Accepted: 2025-09-27

Published in Issue 2025-09-30

Copyright (c) 2025 Bahman Gorjian, Farzaneh Mir (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Gorjian, B., & Mir, F. (2025). Using Task-based Instruction to Develop EFL Learners’ Pragmatic Oral Fluency. Journal of Applied Linguistics Studies, 5(1). https://doi.org/10.57647/jals.2025.0501.12
Crossref
Scopus
Google Scholar
Europe PMC

PDF views: 155

Abstract

Learning speech acts is a vital ability in successful conversations. English language learners need not only to know how to construct grammatical structures, but they also need to know the pragmatic functions of those utterances. The objective of the current research is to instruct learners in mastering the pragmatic functions of language, which is a significant challenge for Iranian learners. The current research investigates the efficacy of task-based instruction (TBI) in developing the pragmatic competence of oral fluency among advanced Iranian EFL learners. A quasi-experimental study with a pre-test and post-test was adopted to examine learners' problems in using pragmatic oral fluency through task-based exercises. The sample comprised 64 students selected from the research population in an English language institute. They were randomly assigned to a control group (CG) receiving a conventional approach (i.e., Presentation, practice, production, PPP), and an experimental group (EG) acquiring pragmatic competence of oral fluency. In a pretest, they passed conversation tests. Then they participated in intervention sessions of text-based exercises in the CG and TBI in the EG for a whole semester. Parametric statistics showed the outperformance of TBI over the PPP in the post-test. Implications of the study suggest the effective impact of TBI on students' pragmatic oral fluency.

Keywords

  • Oral Fluency,
  • Presentation-Practice-Production,
  • Pragmatic Competence,
  • Task Based Instruction
PDF

References

  1. Ahmed, E. A. M. (2022) The effects of pragmatics competence in EFL university learners. Open Journal of Applied Sciences, 12, 1618-1631. Doi.org/10.4236/ojapps. 2022.1210110
  2. https://doi.org/10.4236/ojapps.2022.1210110
  3. Alavi, S. M., Shasavar, M., & Norouzi, M. H. (2020). Diagnosing EFL learners' development of pragmatic competence implementing computerized dynamic assessment. Issues in Language Teaching (ILT), 9(1), 117-149. Doi.org/10.22054/ilt.2020.42653.400.
  4. Barron, A. (2003). Acquisition in interlanguage pragmatics. Amsterdam: John Benjamins.
  5. https://doi.org/10.1075/pbns.108
  6. Cindy, S. (2012). Introduction to fluency disorders. Retrieved, from http://www.d.umn.edu/~cspiller/csd4200/starkweatherdfs.htm.
  7. Cohen, A. (2010). Coming to terms with pragmatics. In N. Ishihara and A. D. Cohen (Eds.), Teaching and learning pragmatics: Where language and culture meet (pp. 3-21). Malaysia: Pearson.
  8. Creswell, J. W. & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (4th Edition). Sage.
  9. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
  10. Ellis, R. (2009) Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
  11. https://doi.org/10.1111/j.1473-4192.2009.00231.x
  12. Esfandiari, M., Knight, P., Molinari, J. & Zacharias, S. (2012). Task-based learning applied. The Nottingham Jubilee Press.
  13. Eslami, Z. (2005). Raising the pragmatic awareness of language learners. ELT Journal, 59(2), 199-208.
  14. https://doi.org/10.1093/elt/cci039
  15. Fazilatfar, A. M. & Cgeraghi, M. (2013). Exploring the effects of instruction on EFL learners' pragmatic development. TELL, 7(2),1-25.
  16. Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review, 61(3), 325-353.
  17. https://doi.org/10.3138/cmlr.61.3.325
  18. González-Lloret, M. (2022). Technology-mediated tasks for the development of L2 pragmatics. Language Teaching Research, 26(2), 173-189. https://doi.org/10.1177/13621688211064930
  19. https://doi.org/10.1177/13621688211064930
  20. Herraiz-Martínez, A. (2018). Technology and task-based language teaching (TBLT): Exploring pragmatics. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(2), 38-61.
  21. Ishihara, N., & Cohen, A. D. (2010). Teaching and learning pragmatics: Where language and culture meet. Pearson Education.
  22. Kasper, G., & Rose, K.R. (eds.) (2002). Pragmatics in language teaching. Cambridge University Press.
  23. https://doi.org/10.1017/CBO9781139524797.003
  24. Khadangi Barani, A. & Mousapour Negari, G. (2023). Fostering EFL learners' pragmatics awareness, incidental pragma-linguistic learning, and speaking ability through video-based pragmatic tests. Teaching English Language, 17(1), 81-106. Doi.org/10.22132/TEL.2022.163130
  25. Kim, Y. & Taguchi, N. (2015). Promoting task-based pragmatics instruction in EFL classroom contexts: The role of task complexity. The Modern Language Journal, 99(4), 656-677.
  26. https://doi.org/10.1111/modl.12273
  27. Mahdavi, M. (2022). Concept-based instruction for EFL learners' pragmatic development: The case of compliment and compliment-response speech acts. Interdisciplinary studies in English Language Teaching,1(2), 225-245.
  28. Malihah, N. (2010). The Effectiveness of Speaking Instruction through Task-Based Language Teaching. REGISTER 3(1), 85-101.
  29. https://doi.org/10.18326/rgt.v3i1.85-101
  30. Masuram, J., & Nagini Sripada, P. (2020). Developing spoken fluency through task-based teaching. Procedia-Computer Science, 172, 623-630
  31. https://doi.org/10.1016/j.procs.2020.05.080
  32. Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
  33. Omar, F. R., & Razi, Ö. (2022) Impact of instruction based on movie and TV series clips on EFL learners' pragmatic competence: Speech acts in focus. Front. Psychol. 13(974757), 1-14. Doi: 10.3389/fpsyg.2022.974757
  34. https://doi.org/10.3389/fpsyg.2022.974757
  35. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
  36. Rossiter, M. J. (2009). Perceptions of L2 fluency by native and non-native speakers of English. Canadian Modern Language Review, 65(3), 395-412.
  37. https://doi.org/10.3138/cmlr.65.3.395
  38. Rossiter, M. J., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. (2010). Oral fluency: The neglected component in the communicative language classroom. Canadian Modern Language Review, 66(4), 583-606.
  39. https://doi.org/10.3138/cmlr.66.4.583
  40. Ruso, N. (2007). The influence of task-based learning on EFL classrooms. Retrieved from http://www.asian-efljournal.com/profession_teaching_articles.php Vol. 18.
  41. Samuda, V. & Bygate, M. (2008). Tasks in second language learning. Palgrave Macmillan.
  42. https://doi.org/10.1057/9780230596429
  43. Saslow, J., & Ascher, A. (2017). Top Notch 3 A & B. Longman.
  44. Soler, E. A. (2005). Does instruction work for learning pragmatics in the EFL context? System, 33(3), 417-435.
  45. https://doi.org/10.1016/j.system.2005.06.005
  46. Tajeddin, Z., Keshavarz, M. H., & Zan-Moghadam, A. (2012). The effect of task-based language teaching on EFL learners' pragmatic production, metapragmatic awareness, and pragmatic self-assessment. Iranian Journal of Applied Linguistics (IJAL),15(2),139-166.
  47. Vahid Dastjerdi, V. & Rezvani, E. (2010). The impact of instruction on Iranian intermediate EFL learners' production of requests in English. Journal of Language Teaching and Research, 1(6), 782-790.
  48. https://doi.org/10.4304/jltr.1.6.782-790
  49. Willis, J. (1996). A framework for task-based learning. Longman.
  50. Willis, D. & Willis, J. (2009) Task-based language teaching: some questions and answers. The Language Teacher, 33(3), 3-8.
  51. Yan, Y. (2022). The effect of pragmatic competence on the communicative competence of second language learners. Advances in Social Science, Education and Humanities Research, volume 673, 368-372.
  52. https://doi.org/10.2991/assehr.k.220706.074