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The Digital Decade (2014–2024): Pragmatic Competence for EFL Learners in a Tech-Enhanced Classroom

Authors

  • Feruza Vakhobova Email ORCID

    Teaching Theory and Methodology Department, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers National Research University, Tashkent 100000, Uzbekistan
  • Gulnoza Sabirova ORCID

    Teaching Theory and Methodology Department, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers National Research University, Tashkent 100000, Uzbekistan
  • Gulnora Zakirova ORCID

    Filology and Teaching Languages Department, International School of Finance Technology and Science, Tashkent 100000, Uzbekistan
  • Omila Yuldasheva ORCID

    Linguistics and English Teaching Methodology Department, Chirchik State Pedagogical University, Tashkent 111700, Uzbekista
  • Feruza Sattorova

    English History and Grammar Department, Samarkand State Institute of Foreign Languages, Samarkand 141500, Uzbekistan
  • Zamira Umirova ORCID

    Linguistics and English Teaching Methodology Department, Chirchik State Pedagogical University, Tashkent 111700, Uzbekista
  • Shakhnoza Karshieva ORCID

    Interfaculty Department of Foreign Languages, Chirchik State Pedagogical University, Chirchik 111700, Uzbekistan

DOI:

https://doi.org/10.30564/fls.v7i8.10288
Received: 31 May 2025 | Revised: 16 June 2025 | Accepted: 24 June 2025 | Published Online: 20 August 2025

Abstract

This article examines new empirical studies on the development of pragmatic competence in English as a Foreign Language (EFL) learners. It focuses on the effectiveness of various teaching methods and how technology can be utilised to enhance learning environments. The sociopragmatic awareness of EFL learners is a crucial component of successful communication across different social and cultural contexts and effective teaching techniques are essential for its development. Learners should be afforded numerous opportunities to practise the language in a manner that is contextually appropriate in pragmatics instruction, notably through tasks that involve real-world speech acts such as requests, refusals, and compliments. The review examines the primary pedagogical trends and their impact on students' ability to perform speech acts, such as requesting items, making suggestions, and responding to compliments. It achieves this by combining studies that employed explicit, inductive, input-based, and flipped instruction, as well as those that utilised Computer-Assisted Language Learning (CALL) and Massively Multiplayer Online Role-Playing Games (MMORPGs). The results show that explicit and inductive instruction significantly improves students' pragmatic awareness and memory. On the other hand, CALL-supported instruction and familiarity with the context help students feel more confident and involved. The review emphasizes that MMORPGs should incorporate scaffolded speech-act tasks, as demonstrated in Zhang, particularly for learners who lack easy access to immersive second language environments.

Keywords:

Teaching, Pragmatic Competence, Technology, CALL, Language Teaching Curriculum, Global Village, Culture, Lingua Franca

References

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Issue

2025 Vol.7 No.8

Article Type

Review

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Copyright © 2025 Feruza Vakhobova, Gulnoza Sabirova, Gulnora Zakirova, Omila Yuldasheva, Feruza Sattorova, Zamira Umirova, Shakhnoza Karshieva

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.