Published February 2, 2023
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THE ROLE OF COLLABORATIVE TELEGRAM-BASED INSTRUCTION IN THE ENHANCEMENT OF PRAGMATIC COMPETENCE IN IRAQI EFL UNIVERSITY CONTEXT
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- 1. University of Kufa, Kufa, Iraq
Description
This paper addresses the role of collaborative instruction using a Telegram social media application on the enhancement of pragmatic competence of English as a Foreign Language (EFL) in Iraqi university context. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design has been adopted to find any substantial differences between the two groupings. The first group (N=45) was instructed using 5 to 1o minutes of pragmatics-based video tasks and materials from the Telegram group activities of the group members. At the same time, the second group (N=45) was instructed similarly implementing individual Telegram activities. Findings indicated that teaching pragmatics deploying a virtual classroom instruction model through the Telegram group is found to be more effective than the individual one. The results suggest that teaching pragmatics using a virtual classroom and technology through collaborative Telegram learning activities can serve as one of the appropriate alternatives to advance EFL learners’ practical competence.
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References
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