EFFECTIVENESS OF TECHNOLOGY-ENHANCED LEARNING IN TEACHING SPEECH ACTS TO INDEPENDENT LEARNERS

This study explores the effectiveness of technology-enhanced learning (TEL) in facilitating the acquisition of speech acts among independent learners in English as a Foreign Language (EFL) contexts. With the increasing availability of digital platforms, mobile applications, and interactive online resources, learners are now able to engage in self-directed language learning beyond traditional classroom settings. The research investigates how technological tools—such as virtual simulations, AI-based conversational systems, and multimedia input—support the development of pragmatic competence, particularly in performing speech acts like requests, apologies, refusals, and compliments. A mixed-method approach was employed, combining quantitative data from pre- and post-tests with qualitative insights from learner reflections and interaction logs. The findings indicate that technology-enhanced environments significantly improve learners’ awareness of context-sensitive language use, increase engagement, and provide immediate feedback, which is essential for pragmatic development. Moreover, independent learners benefit from the flexibility and personalization offered by digital tools, allowing them to practice speech acts in authentic and varied communicative situations. However, the study also highlights challenges such as limited sociocultural guidance and overreliance on automated feedback. Overall, the research suggests that when carefully integrated, technology-enhanced learning can serve as an effective means of developing pragmatic competence in autonomous language learning contexts.