Metapragmatic Instruction Effects on Indonesian EFL learners’ Production of Refusals and Compliment Responses

Abstract

The current study explored metapragmatic instruction effects on EFL learners’ production of refusals, and responses to compliments. One pre-test and post-test research design was employed. Thirty-eight undergraduate students participated in this study. The data were gathered using a discourse completion task that was administered before and after the implementation of metapragmatic instruction. The EFL learners’ performance in refusals and compliment responses were assessed before and after the implementation of metapragmatic instruction. The refusals and compliment responses used before and after the treatment were scrutinized. After the treatment, the scores of pre-test and post-test were compared. The finding revealed that the EFL learners’ performance in using refusals and compliment responses improved. There were changes of the strategies employed by the learners. A paired sample test was performed to test the significant effect of metapragmatic intervention on the learners’ performance in refusals and compliment responses. The analysis showed that metapragmatic intervention gave a positive effect on the participants’ performance in refusals and compliment responses.