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This study investigates how learning via Nearpod affects EFL learners’ request performance. Seven self-access courses were designed to teach requests. Data from 11 EFL learners were collected using Online Oral Discourse Completion Tasks before and after treatment. Post-test results show significant improvement, reduced modality generalization, expanded modal-verb variety by context, and more effective internal and external modifier use.",{"@graph":69,"@context":122},[70,84,105],{"@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/the-impact-of-student-paced-pragmatics-instruction-through-nearpod-on-efl-learners-request-performance/590137/",{"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/the-impact-of-student-paced-pragmatics-instruction-through-nearpod-on-efl-learners-request-performance/590137.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about EFL learners’ requests?","Question",{"text":112,"@type":113},"It examines the effect of student-paced pragmatics instruction through Nearpod on EFL learners’ request performance, including how learners change their requesting behavior.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected?",{"text":117,"@type":113},"Data were collected from 11 EFL learners using Online Oral Discourse Completion Tasks before and after the Nearpod-based self-access instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What key improvements were observed after the treatment?",{"text":121,"@type":113},"Learners significantly improved request performance, stopped modality generalization, used a wider range of modal verbs according to context, and employed more internal modifiers after the treatment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590137,1792230441,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| The Impact of Student-Paced Pragmatics Instruction through Nearpod on EFL Learners’Request Performance\u003Cbr>Mustafa Civelek1*, Çiğdem Karatepe2\u003Cbr>1Institute of Educational Sciences, Bursa Uludag University, Turkey\u003Cbr>2English Language Teaching Department, Faculty of Education, Bursa Uludag University, Turkey Corresponding Author: Mustafa Civelek, [E-mail: mustafacivelek179@gmail.com](E-mail: mustafacivelek179@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>Although the use of technology for pragmatics instruction has attracted significant attention from scholars, the number of studies regarding the impact of self-access materials to this end is limited. Nearpod is a useful cloud-based application to support self-paced learning. This paper aims to probe the effect of learning through Nearpod on EFL learners’request performance. Researchers designed seven self-access courses to teach requests. The data was collected from 11 EFL learners through Online Oral Discourse Completion Tasks before and after the treatment. The post-test results revealed that the participants significantly improved their request performance after the treatment. The learners’responses in the pre-test and the post-test were also qualitatively analyzed for an in-depth investigation of the changes in their requesting behavior. The findings revealed that the learners stopped modality generalization and started using a variety of modal verbs according to the context of situation after the treatment. Additionally, it was indicated that self-paced pragmatics instruction helped learners overcome the pragmatic failures regarding the main verb use in request head acts. Furthermore, the differences regarding the learners’ use of internal and external modifiers were also documented. After the treatment, they performed various internal modifiers that were either absent or uncommon in the pre-test data. Alerters and grounders were found to be the most frequent external modifiers in both the pre-test and the posttest data set. In summary, the results indicated that self-paced learning helped learners improve strategies for performing appropriate requests. |\n| Article history\u003Cbr>Received: September 17, 2021\u003Cbr>Accepted: November 06, 2021\u003Cbr>Published: December 31, 2021\u003Cbr>Volume: 12 Issue: 6\u003Cbr>Advance access: December 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Pragmatics,\u003Cbr>Self-Paced Learning,\u003Cbr>Requests,\u003Cbr>Request Modification, EFL,\u003Cbr>Online Instruction |  |\n\nINTRODUCTION  \nThere has been a growing interest in the field of instructional pragmatics for the last two decades. However, it is still underrepresented in EFL classrooms. With the nascence of various models of communicative competence (Hymes, 1972; Canale & Swain, 1980; Bachman, 1990), the view of language instruction shifted from learning grammatical formulas and lexicon to learning to use language effectively and appropriately in various contexts. This shift, as a result, has made pragmatics instruction  \nan indispensable component of foreign language classrooms.  \nPragmatic competence is a crucial component of communicative competence. It is a must for nonnative speakers of English to gain pragmatic competence for successful communication (Cohen & Felix-Brasdefer, 2012) . Pragmatically competent speakers of English are expected to perform appropriate language and interpret the intended messages by considering contextual factors such as the relationship between speakers, where the interaction takes place, etc. Yet, learning the pragmatic dimensions of English is a challenging task for learners to achieve on their own. Many studies have revealed that even proficient speakers of English  \nfail to perform appropriate language according to the context of the situation (Karatepe, 1998, 2001; Tajeddin & Pirhosseinloo, 2012) .  \nLack of pragmatic ability leads","cbCaiqm6MKQpwCwc","https://ap.wps.com/l/cbCaiqm6MKQpwCwc","pdf",318894,12,"English","# Article info\n## Abstract\n# Introduction\n## Communicative competence and pragmatic competence\n## Challenges in pragmatic development in EFL","[{\"question\":\"What does the study examine about EFL learners’ requests?\",\"answer\":\"It examines the effect of student-paced pragmatics instruction through Nearpod on EFL learners’ request performance, including how learners change their requesting behavior.\"},{\"question\":\"How were the data collected?\",\"answer\":\"Data were collected from 11 EFL learners using Online Oral Discourse Completion Tasks before and after the Nearpod-based self-access instruction.\"},{\"question\":\"What key improvements were observed after the treatment?\",\"answer\":\"Learners significantly improved request performance, stopped modality generalization, used a wider range of modal verbs according to context, and employed more internal modifiers after the treatment.\"}]","The Impact of Student-Paced Pragmatics Instruction through Nearpod on EFL Learners’ Request Performance | PDF",1792068882]