The Role of Collaborative vs. Individual Learning of Pragmatics in Enhancing Iraqi EFL Learners' Pragmatic Competence and Pragmatic Motivation; The Predictive Power of Pragmatic Mindset

Authors

  • Hawazen Alrasem Alziyadi

    Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan 817467344, Iran
  • Nourollah Zarrinabadi

    Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan 817467344, Iran
  • Saeed Ketabi

    Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan 817467344, Iran
  • Hossein Barati

    Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan 817467344, Iran

DOI:

https://doi.org/10.30564/fls.v8i1.11997
Received: 8 September 2025 | Revised: 20 November 2025 | Accepted: 21 November 2025 | Published Online: 9 January 2026

Abstract

Motivational factors play an important role in language learners’ learning and achievement. While a lot of research has been done on various motivational aspects of second language learning, less research has been done on motivation and mindsets specific to the pragmatics of second language learning. This study investigated the effect of collaborative learning, as compared with individualized instruction, on Iraqi EFL learners' pragmatic performance and pragmatic motivation and how learners' growth pragmatic mindset could predict their pragmatic performance. Following quasi-experimental and correlational designs, the study used a discourse completion test to collect data on learners' pragmatic competence and questionnaires to collect data on their pragmatic motivation and pragmatic mindsets. This study employed a quasi-experimental design with three groups (collaborative, individual, control) and a correlational analysis to examine mindset. The results of the study indicated that collaborative learning had significant positive effects on EFL learners' pragmatic performance and pragmatic motivation and that EFL learners' growth pragmatic mindset could significantly predict their pragmatic performance. Based on the findings, it is suggested that teachers adopt collaborative learning strategies in textbooks and classroom instruction to promote language learners' pragmatic competence and pragmatic motivation and assess learners' pragmatic mindsets at the beginning of instructional courses involving pragmatics.

Keywords:

: gender differences; language learning strategies; motivation; cognitive load; EFL learners; metacognitive strategies; digital tools; education policy; Educational pragmatics; Collaborative Learning Approach

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Alrasem Alziyadi , H., Zarrinabadi, N., Ketabi, S., & Barati, H. (2026). The Role of Collaborative vs. Individual Learning of Pragmatics in Enhancing Iraqi EFL Learners’ Pragmatic Competence and Pragmatic Motivation; The Predictive Power of Pragmatic Mindset. Forum for Linguistic Studies, 8(1), 45–67. https://doi.org/10.30564/fls.v8i1.11997

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