TY - JOUR ID - 14304 TI - Cultivating L2 Pragmatic Comprehension through Computerized vs. Non-Computerized Instruction, Multiuser Virtual Environments (MUVEs) and Mobile Augmented Reality Games (MARGs) JO - Issues in Language Teaching JA - ILT LA - en SN - 2322-3715 AU - shakouri, Amir AU - Malmir, Ali AU - Esfandiari, Rajab AD - Ph.D. Candidate of Applied Linguistics, Imam Khomeini International University, Qazvin, Iran AD - Assistant Professor of Applied Linguistics at Imam Khomeini International University, Qazvin AD - Imam Khomeini International University, Qazvin, Iran Y1 - 2022 PY - 2022 VL - 11 IS - 1 SP - 313 EP - 358 KW - CALL KW - MALL KW - Pragmatics KW - Technology-mediated Intervention DO - 10.22054/ilt.2022.67508.693 N2 - Pragmatic comprehension is a central albeit under-researched dimension of pragmatic competence in which most EFL learners suffer from serious deficiencies; therefore, the current study was launched to compare the effects of the Non-Computer Mediated Instruction (NCMI) with Computer-Mediated Instruction (CMI), Multiuser Virtual Environments (MUVEs), and Mobile Augmented Reality Games (MARGs) on Iranian EFL learners’ comprehension of English speech-acts. Moreover, this study attempted to cross-compare the effects of the implicit, explicit, and balanced combination of explicit and implicit instruction and synchronous vs. asynchronous CMI impacts on learners' speech-act pragmatic comprehension. Seven equal size groups of 20 upper-intermediate EFL learners took part in this study. Three NCMI groups (implicit, explicit, and balanced explicit-implicit), two synchronous and asynchronous CMI groups (SCMI & ACMI), one MUVE group, and a MARG group were taught based on their assigned 10 two-hour sessions treatments. A validated listening pragmatic comprehension test was used as a pretest and post-test. Data analysis using one-way ANCOVA showed that the utilised MUVE (OpenSim) was more effective than other types of treatments on learners’ pragmatic comprehension development, and both CMI and NMCI were also better than the used MARGs (Batman Bat-Tech Edition and Harry Potter-Wizards Unite). Moreover, those explicit and balanced explicit-implicit interventions were significantly better than the implicit instruction. Finally, the SCMI could enhance L2 pragmatic comprehension significantly better than the ACMI. These findings pedagogically imply the use of MUVEs, SCMI, and balanced explicit-implicit interventions can strengthen L2speech-act pragmatic comprehension. UR - https://ilt.atu.ac.ir/article_14304.html L1 - https://ilt.atu.ac.ir/article_14304_314682b1926c374d83bacd8ebfa819a7.pdf ER -