Abstract
This article examines new empirical studies on the development of pragmatic competence in English as a Foreign Language (EFL) learners. It focuses on the effectiveness of various teaching methods and how technology can be utilised to enhance learning environments. The pragmatic competence of EFL learners is a crucial component of successful communication across various social and cultural contexts, and effective teaching techniques are essential for its development. Learners should be afforded numerous opportunities to practise the language in a manner that is contextually appropriate in pragmatics instruction, notably through tasks that involve real-world speech acts such as requests, refusals, and compliments The review examines the primary pedagogical trends and their impact on students' ability to perform speech acts, such as requesting items, making suggestions, and responding to compliments. It achieves this by combining studies that employed explicit, inductive, input-based, and flipped instruction, as well as those that utilised Computer-Assisted Language Learning (CALL) and Massively Multiplayer Online Role- Playing Games (MMORPGs).References
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