Empowering Pragmatic Competence in ELT: Leveraging Digital Intercultural Communication through Moderated Online Communities and Cross-Cultural Dialogues

Niaam Ali Hasan

Vol. 19, Issue 1, Jan-Jun 2025

Abstract:

Pragmatic competence, an essential component of communicative proficiency in English as a Foreign Language (EFL) contexts, remains a challenging aspect for learners due to its dependence on sociocultural norms and contextual appropriateness. This study explores how digital intercultural communication—facilitated through moderated online communities and cross-cultural dialogues—enhances pragmatic competence among English language learners. A mixed-methods approach was employed, analyzing discussion transcripts, cultural awareness surveys, and pragmatic error frequency before and after learners' engagement in digital interactions. The findings reveal a significant reduction in pragmalinguistic and sociopragmatic errors, an increase in indirect request strategies, and heightened self-correction rates, indicating improved metapragmatic awareness. Additionally, intercultural sensitivity was enhanced, with participants demonstrating a deeper understanding of politeness norms across linguistic communities. The study highlights the intersection of digital communication, pragmatic competence, and intercultural awareness as a crucial area for ELT pedagogy, advocating for the integration of technology-mediated pragmatic instruction into curricula. These findings underscore the need for a structured, feedback-oriented approach to digital intercultural learning in language education.

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