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All Journal Voices of English Language Education Society Journal of Innovative and Creativity
Scipio, Jane Elvira
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teaching Pragmatic Competence in EFL Classrooms: The Impact of Speech Act Instruction on Pre-Service English Teachers Pangemanan, Yopie Alex Tomi; Lalira, James Edward; Scipio, Jane Elvira; Suoth, Royke Max; Tumuju, Vivi Nansy; Mantau, Mercy
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29561

Abstract

Pragmatic competence—the ability to use language appropriately in social contexts—is essential for effective EFL communication but often underemphasized in teacher education. This study examines the impact of speech act-based instruction on developing pre-service English teachers’ pragmatic competence. Participants included 20 second-year students enrolled in the English Education program at Universitas Kristen Indonesia Tomohon. Over four weeks, they attended two 90-minute instructional sessions per week, integrating explicit instruction, role-plays, discourse analysis, and reflective discussions. Multiple instruments were employed: a 30-item pragmatic competence test (combining situational multiple-choice and open-ended tasks), classroom observations, and post-instruction interviews. Quantitative results revealed statistically significant improvements across all levels of speech acts: locutionary (M = 0.437 to 0.5665, p < .001), illocutionary (M = 0.535 to 0.6105, p < .001), and perlocutionary (M = 0.5295 to 0.5565, p < .001). Qualitative findings highlighted increased pragmatic awareness, communicative confidence, and in-class adaptability. However, participants still faced challenges in transferring theoretical knowledge into spontaneous speech, suggesting the need for extended, contextualized instruction. These findings affirm the value of structured pragmatic instruction in EFL teacher training, equipping future educators to model and foster linguistic accuracy and sociocultural fluency in global communication.
Green-Themed Project-Based Learning in ELT: Improving EFL Students’ Environmental Sensitivity and Communicative Skills Scipio, Jane Elvira; Lalira, James Edard
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

The proposed research aims to explore the effectiveness of Green-Themed Project-Based Learning (PBL) in enhancing EFL learners' environmental awareness and communicative capabilities. A quasi-experimental pretest-posttest control group was used, which included 20 university students in a control group with conventional instruction and an experimental group with a green-themed PBL intervention that occurred over four instruction sessions. Two instruments were used in the research: a Likert-type scale of environmental sensitivity and a communicative skills assessment rubric that assesses fluency, vocabulary use, coherence, and interaction. Independent-samples t-tests were also applied to compare gain scores between the groups and to estimate the effect size, which was computed using Cohen’s d. As it was found, students in the experimental group exhibited much higher improvement in both environmental sensitivity (t = -6.52, p < 0.001, d = 1.98) and communicative skills (t = -5.61, p < 0.001, d = 1.71) in comparison with the students in the control group. These findings indicate that Green-Themed PBL is an effective tool that enhances students' ecological awareness and, at the same time, boosts their communicative competence. The study found that implementing environmentally oriented PBL in ELT teaching can offer valuable educational opportunities that help achieve language competency and ecological literacy. The results point to the pedagogical importance of sustainability-oriented learning in EFL classrooms and the tendency to introduce wider application of contextually specific project-based strategies in higher education.
Co-Authors James Lalira, James Lalira, James Edard MANTAU, MERCY Pangemanan, Yopie Alex Tomi Suoth, Royke Max Tumuju, Vivi Nansy