INTRODUCTION
Pragmatics, which deals with politeness expressions, speech acts, and the sociolinguistic domains of language use (Bardovi-Harlig & Mahan-Taylor, 2003), is a fundamental ingredient in second language (L2) and foreign language (FL) acquisition (Taguchi, 2015). It also plays a significant role for L2/FL learners in conducting successful intercultural communication (Cunningham, 2016). In recent years, the adoption of computer-mediated communication (CMC) to promote language learners’ pragmatic competence has been increasing (Taguchi, 2015). CMC-based tools (e.g., video conferences, wikis, online chats, and virtual worlds) can provide users with authentic input of their target language and opportunities for practicing the targeted pragmatic feature in genuine and meaningful interactions (Eslami et al., 2014); these practical traits are crucial for learners who are not exposed to the environment of the target language. Even though a few researchers have explored the use of CMC on L2/FL pragmatic competence, for instance, English verbal backchannel signals (Sardegna & Molle, 2010), German requests (Cunningham, 2016, 2017, 2019), Spanish requests and apologies (Sykes, 2009, 2013), and English communication strategies (Chai & Subramaniam, 2021), the existing literature is not conclusive regarding the effectiveness of CMC on pragmatic competence. Some studies have demonstrated positive effects of implementing CMC on L2/FL learners’ pragmatic development (Cunningham, 2017, 2019; Kakegawa, 2009; Sykes, 2005), while others suggested no significant improvement (Cunningham, 2016). Consequently, further investigation is warranted to determine the efficacy of CMC-based pragmatic development.
One of the promising approaches has combined CMC with instruction (e.g., Belz & Vyatkina, 2008; Cunningham, 2016; Kakegawa, 2009; Sardegna & Molle, 2010; Sykes, 2009, 2013). Despite the encouraging findings from previous studies concerning the positive effect of CMC paired with instruction on L2/FL learners’ pragmatic competence (Belz & Vyatkina, 2008; Kakegawa, 2009), research in this area is still scarce (Taguchi, 2015). Furthermore, the research designs of prior studies have several shortcomings. To begin with, none of these studies include a control group to make a comparison between the impact of CMC alone and the effect of CMC conjoined with instruction. Moreover, the existing research falls short of data reflecting students’ learning process, which makes it challenging for researchers to investigate the changes in students’ pragmatic decision-making in different phases of their pragmatic development in the target language.
Consequently, to bridge the gaps in the existing literature, the current study entailed a control group and qualitative analysis via interviews. Specifically, this study explores the influence of combining CMC with instruction on Chinese English as a Foreign Language (EFL) learners’ compliment responses under two conditions: CMC alone versus CMC coupled with instruction. Parameters that influence EFL learners’ pragmatic choices will also be dissected.