Document Type : Research Paper
Authors
1 Allameh Mohaddes Nouri University, Nour, Mazandaran.
2 English Department, Allameh Mohaddes Nouri University
Abstract
While a growing body of research testifies the benefits of asynchronous computer-mediated communication (ACMC) for foreign language learning, its contributions within the field of intrelanguage pragmatics (ILP) have remained underexplored. To address this gap, the present study aimed to unveil the impact of mobile-assisted (text vs voice messaging) ACMC on Iranian EFL learners' pragmatic learning of apologies and requests. Utilizing a mixed method, pre-post design, data from sixty intermediate Iranian EFL learners studying English at Shokouh Language Institute in Babolsar, Mazandaran were obtained based on the results of an Oxford Placement Test (OPT). The participants were assigned into two experimental groups (text-messaging, N=20; voice-messaging, N=20) and one control group (N=20). Written Discourse Completion Test (WDCT) and semi-structured interviews were used for data collection. The pre- and posttest analysis revealed the experimental groups’ significant gains through both text and voice messaging, with only a negligible difference between their effectiveness. The qualitative findings led to the detection of three significant themes a posterior namely flexibility and convenience, lower pressure, and promotion of collaborative learning and emotional engagement. The findings suggest that by incorporating multiple modes of interaction, mobile-assisted ACMC grants learners a variety of technological affordances to enrich their pragmatic learning.
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