ROLE-PLAY METHODOLOGY AND ITS IMPACT ON PRAGMATIC COMPETENCE OF UNIVERSITY EFL LEARNERS

Abstract

. Pragmatic competence is a crucial aspect of communicative competence, reflecting the ability to use language appropriately in social contexts. University EFL learners often struggle with pragmatic performance due to limited exposure to authentic interaction and an overemphasis on grammatical instruction. This study investigates the effect of role-play methodology on the pragmatic competence of university EFL learners. A mixed-methods design was adopted, combining quantitative pre- and post-tests with qualitative classroom observations and learner reflections. Forty undergraduate students participated in an eight-week intervention, with the experimental group engaging in structured role-play activities targeting speech acts such as requests, refusals, and apologies. Results indicate significant improvement in pragmatic performance among the experimental group and increased awareness of contextually appropriate language use. The findings also highlight enhanced learner confidence and willingness to communicate. The study recommends integrating role-play into university EFL curricula.