THE ROLE OF MOBILE APPLICATIONS IN ENHANCING SPEECH ACT ACQUISITION AMONG EFL LEARNERS

Abstract

 This study explores the role of mobile applications in facilitating the acquisition of speech acts among learners of English as a Foreign Language (EFL). In the context of increasing digitalization in language education, mobile-assisted language learning (MALL) tools have emerged as effective platforms for developing pragmatic competence. The research focuses on how interactive features such as real-time feedback, contextualized dialogues, gamification, and multimedia input contribute to learners’ understanding and use of speech acts, including requests, apologies, refusals, and compliments. A mixed-method approach was employed, combining quantitative data from pre- and post-tests with qualitative insights from learner interviews and classroom observations. The findings indicate that learners who engaged with mobile applications demonstrated significant improvement in both the recognition and production of contextually appropriate speech acts. Moreover, mobile applications were found to enhance learner autonomy, motivation, and exposure to authentic language use. The study concludes that integrating mobile technologies into EFL instruction can effectively bridge the gap between grammatical knowledge and pragmatic competence, offering pedagogically valuable implications for language teachers and curriculum designers.