Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal IJoLE: International Journal of Language Education
Jumharia Djamereng
Universitas Islam Negeri Alauddin Makassar, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Assessing Indonesian EFL Learners’ Pragmatic Competence through Discourse Completion Test: Correlation with Motivation and Exposure to English Nuri Emmiyati; Jumharia Djamereng; Naurah Jinan
International Journal of Language Education Vol. 10 No. 3, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i3.90051

Abstract

Pragmatic competence occupies a crucial position in communicative ability in EFL context, despite its limited conceptual and instructional development. This study examines whether Indonesian English major students’ pragmatic competence is associated with motivation, exposure to English, previous educational background, and gender. The aim is to determine whether pragmatic ability develops alongside commonly recognized predictors of language achievement or functions as an independent dimension of communicative competence. A descriptive quantitative cross-sectional design was employed with ninety-seven first year undergraduate university students. A Discourse Completion Test was used to assess pragmatic competence, a self-determination motivation questionnaire, and an English exposure scale containing demographic information. Spearman rank-order correlation and Mann-Whitney U tests were used to analyze relationships and group differences. The results show no significant relationships between pragmatic competence and most dimensions of motivation, all types of English exposure, previous educational background, or gender. A small negative correlation was observed only with intrinsic stimulation. These findings indicate that general motivation and frequent exposure do not necessarily foster context-sensitive pragmatic ability. Instead, pragmatic competence appears to depend more on sociocultural awareness and interactional experience than on linguistic engagement alone. The study highlights the need for explicit pragmatic instruction and context-based interaction in EFL curricula and contributes to interlanguage pragmatics by clarifying the conditions under which pragmatic competence develops.
Co-Authors Naurah Jinan Nuri Emmiyati