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Ninety Iranian intermediate female learners in six intact classes participated, with PET used to ensure proficiency homogeneity. Discourse completion testing (DCT) preceded instruction for experimental groups and followed instruction for all groups. Semi-structured interviews with 20 students supported the results, while one-way ANOVA showed significant improvement in pragmatic awareness and positive attitudes toward both approaches.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/contributions-of-flipped-and-blended-teaching-to-efl-learners-pragmatic-awareness-effects-and-attitudes/591987/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/contributions-of-flipped-and-blended-teaching-to-efl-learners-pragmatic-awareness-effects-and-attitudes/591987.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How was participants’ language proficiency ensured before instruction?","Question",{"text":113,"@type":114},"A Preliminary English Test (PET) was administered to assure language proficiency homogeneity among the participants.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What assessment was used to measure changes in pragmatic awareness?",{"text":118,"@type":114},"A discourse completion test (DCT) was used as a pretest and a posttest to measure pragmatic awareness.",{"name":120,"@type":111,"acceptedAnswer":121},"What did the results show about flipped and blended teaching?",{"text":122,"@type":114},"One-way ANOVA revealed that flipped and blended instruction significantly improved participants’ pragmatic awareness, and interviews indicated positive attitudes toward both approaches.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},591987,1792167118,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Anatolian Journal ofEducation e-ISSN: 2547-9652  \nApril 2024 ● Vol.9, No.1 [www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 131-144  \nContributions of Flipped and Blended Teaching to EFL Learners’ Pragmatic Awareness: Effects and Attitudes  \nSaeedeh Torabi  \nIslamic Azad University, Science and Research Branch, Tehran, [Iran](Iran Saeede.torabi@yahoo.com)[ Saeede.torabi@yahoo.com](Iran Saeede.torabi@yahoo.com)  \nThis study investigated the contributions of flipped and blended teaching to EFL learners’pragmatic awareness. The participants were 90 Iranian intermediate female EFL learners in six intact classes divided into three 30-member groups each comprising two classes (i.e., two experimental and one control group) . A Preliminary English Test (PET) was administered to assure language proficiency homogeneity. Next, the three groups received a discourse completion test (DCT) before instruction in flipped and blended modes for the experimental groups and conventional instruction for the control group. After treatment, the posttest of DCTwas administered. Moreover, 20 students took part in semi-structured interviews. The results of One-way ANOVA revealed that flipped and blended instruction significantly improved participants’ pragmatic awareness. The analysis of interview responses indicated that both groups held positive attitudes towards using flipped and blended instruction. EFL teachers may decide to implement flipped and blended instruction to enhance EFL learners’ pragmatic awareness.  \nKeywords: pragmatic awareness, speech acts, apology, request, flipped teaching, blended teaching  \nINTRODUCTION  \nDecidedly, successful communication in the target language entails possessing knowledge of lexis, grammar, text organization, and more importantly knowledge of second language (L2) pragmatics (Katchamat, 2018) . Thomas (1995, as cited in Alcon-Soler, 2015) maintains that pragmatic competence consists of two main parts including pragmalinguistic competence which involves the knowledge and application of linguistic resources to impart specific illocutions in context, and sociopragmatic competence which is the knowledge and use of L2 in accordance with social norms ina particular community. Kasper (1997) asserts that pragmatic competence can be described as the knowledge concerning the communicative action as well as how it should be implemented along with the knowledge of how to use language appropriately in a particular context. Pragmatic competence is defined as one's capability to carry out language functions appropriately in a given context (Taguchi, 2009) . Pragmatic competence is regarded as a complex and challenging dimension of language for EFL learners (Alsuhaibani, 2020) . Similarly, as García-Gómez (2020) maintains, many learners do not succeed in proper communication with native speakers because they do not possess the required pragmatic understanding in diverse contexts. In a similar vein, Nuridin (2018) notes that, EFL instructional materials should incorporate materials which contribute to the development of pragmatic competence because if students cannot meet pragmatic competence, unsuccessful communication will transpire.  \nClosely related to the concept of pragmatic competence is pragmatic awareness (Alcón & Jordà, 2008) . Eisenchlas (2011) defines pragmatic awareness as an individual’s knowledge in regard to the interlocutor(s), the context, and the sociocultural environment in which communication transpires. As Timpe-Laughlin, Green, and Oh (2021) maintain, pragmatic awareness refers to an individual's deliberate and introspective comprehension of pragmatic components. Alcón and Jordà (2008) note  \nCitation: Torabi, S. (2024) . Contributions of Flipped and blended teaching to EFL learners’ pragmatic awareness: Effects and attitudes. Anatolian Journal of Education, 9(1), 131-144. [https://doi.org/10.29333/aje.2024.919a](https://doi.org/10.29333/aje.2024.919a)  \n132 Contributions of Flipped and Blended Teachi","cbCaitWgZ5oL2e1U","https://ap.wps.com/l/cbCaitWgZ5oL2e1U","pdf",311403,14,"English","# INTRODUCTION","[{\"question\":\"How was participants’ language proficiency ensured before instruction?\",\"answer\":\"A Preliminary English Test (PET) was administered to assure language proficiency homogeneity among the participants.\"},{\"question\":\"What assessment was used to measure changes in pragmatic awareness?\",\"answer\":\"A discourse completion test (DCT) was used as a pretest and a posttest to measure pragmatic awareness.\"},{\"question\":\"What did the results show about flipped and blended teaching?\",\"answer\":\"One-way ANOVA revealed that flipped and blended instruction significantly improved participants’ pragmatic awareness, and interviews indicated positive attitudes toward both approaches.\"}]","Contributions of Flipped and Blended Teaching to EFL Learners’ Pragmatic Awareness - Effects and Attitudes | PDF",1792073620,35]