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Afshari, Mohammadreza, Beh-Afarin, Seyed Reza, Nikoopour, Jahanbkhsh. (1404). Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2025.79850.856
Mohammadreza Afshari; Seyed Reza Beh-Afarin; Jahanbkhsh Nikoopour. "Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22054/ilt.2025.79850.856
Afshari, Mohammadreza, Beh-Afarin, Seyed Reza, Nikoopour, Jahanbkhsh. (1404). 'Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2025.79850.856
Afshari, Mohammadreza, Beh-Afarin, Seyed Reza, Nikoopour, Jahanbkhsh. Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22054/ilt.2025.79850.856

Evaluating Pragmatic Competence in EAP Students Through Authentic Task-Based Assessment in Academic Contexts

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 آذر 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2025.79850.856
نویسندگان
Mohammadreza Afshari1؛ Seyed Reza Beh-Afarin* 2؛ Jahanbkhsh Nikoopour1
1Islamic Azad University, North Tehran Branch
2Islamic Azad University, North Tehran Branch, Faculty of Foreign Languages
چکیده
Task-based Language Teaching (TBLT) is a widely adopted pedagogical approach that emphasizes real-world tasks to enhance second language acquisition. In a bid to empirically assess TBLT effectiveness, this study focused on the extent to which TBLT functions in the development of EAP students' pragmatic competence. To this end, 150 adult undergraduate Iranian students from various majors participated in this study. Also, three authentic role play tasks were designed based on a needs analysis, focusing on scenarios relevant to an EAP setting. Given the data nature, parametric statistical approach in the form of MANOVA of both pre-and post-test data was run to measure the students’ pragmatic competence prior to the intervention and following it. The pretest data-based MANOVA revealed no significant differences among the four groups not only in their overall pragmatic competence but also in the target sub-competences of it including instrumental, regulatory, interactional, personal, explanation, share knowledge, and imagination competences; thereby indicating groups homogeneity prior to the treatments. However, the post-test data analysis in the light of MANOVA resulted in an exactly opposite direction in that significant differences were reported in all six sub-competences, underscoring the effectiveness of task-based assessment methods in enhancing pragmatic competence in general. Post hoc analysis also confirmed the post-test data-based MANOVA. So, the findings underscore that authentic task-based assessment effectively enhances students' pragmatic competence, fostering their ability to use the language appropriately and confidently in real-life communication situations. This study underscores the significance of methodological rigor in evaluating pragmatic competence in educational contexts.
کلیدواژه‌ها
Pragmatic competence؛ Task-based language teaching (TBLT)؛ English for Academic Purposes (EAP)؛ Authentic task-based assessment
آمار
تعداد مشاهده مقاله: 62


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