The Impact of Online Learning on the Pragmatic Competence of Refusal Speech Acts: Perspectives of Jordanian Instructors

Abstract

This paper aims to define the pragmatic practice and proficiency of refusal speech acts among English as a Foreign Language undergraduate students who completed online-based learning at the World Islamic Sciences & Education University (WISE) in Jordan. It also explores whether their pragmatic proficiency was affected by the transition from face-to-face to online instruction, as perceived by their instructors. The present study employed a quantitative approach using a questionnaire as the primary data collection instrument. Data were collected from ten WISE lecturers and statistically analyzed to quantify students’ pragmatic knowledge of refusal speech acts, including familiarity, power, directness, and politeness. The findings indicated that the students’ pragmatic competence to produce and comprehend refusal speech acts was low across online classes, as observed by their lecturers. Moreover, the findings indicated that teachers presupposed the move to online education negatively affected students’ pragmatic competence, making it more difficult for them to use and comprehend refusals appropriately. These findings highlight the need for higher education policymakers to consider the sensitivity of speech act instruction in online settings when creating and designing courses. Additionally, the study highlights the need for integrating pragmatic competence development into online courses to enhance students’ communication skills in virtual learning environments.