The Pragmatic Competence of Academically Talented English Language Students: Cross-Cultural Research

Abstract

This study aimed to investigate the pragmatic competence of academically talented students in English as a foreign language (EFL) at Ajloun National University (ANU) in Jordan and Sultan Qaboos University (SQU) in Oman, focusing on its role in communication, challenges in its acquisition, and strategies for effective teaching. Pragmatic competence can be defined as the ability to use language effectively in social interactions and is a crucial component of communicative competence, particularly for high-achieving learners in academic settings. A pragmatic competence scale administered to 113 students revealed relatively strong pragmatic competence needs among the EFL students. The results indicated that academically talented EFL students at ANU and SQU demonstrated a high level of pragmatic competence in the domains of perception, understanding, and communication skills. There were statistically significant differences in the learning and confidence domains based on country, with Omani students scoring a higher mean compared to Jordanian students. Moreover, the findings showed statistically significant differences in the areas of perception and understanding, as well as learning and confidence, favoring female students. Additionally, statistically significant differences were observed in the domains of learning and confidence, favoring 3rd and 4th-year students in both universities. The researchers recommended incorporating pragmatic instruction into EFL curricula, using technology to enhance pragmatic learning, and providing targeted support for male and lower-year students.