Arab World English Journal (AWEJ) Volume 12. Number1  March 2021                                                  Pp. 113-127

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The Effect of Explicit Instruction of Requests on Saudi EFL learners using a pre-test,
post-test Approach 

Israa A Qari
English Language Institute
King Abdulaziz University
Jeddah, Saudi Arabia


Received: 9/28/2020               Acceoted: 2/1/2021                Published: 3/24/2021


The aim of the current study is to test whether explicit instruction of various L2 request forms can be a useful measure in developing Saudi learners’ linguistic and pragmatic competences. This study is based on the results obtained from a previous research investigating interlanguage requests. The findings in that study suggested that the second language learners were not aware of some of the request strategies which were exclusively employed by the British English native speakers. The aim and the question of this study is to find out whether explicit instruction of request strategies will be effective in helping Saudi EFL learners gain linguistic knowledge and achieve pragmatic appropriateness in making requests in L2. Thirty female foundation year students participated in this study. They were all EFL learners studying at King Abdul Aziz University in Jeddah, Saudi Arabia. The group underwent three phases of instruction: pre-test, instruction/intervention, and post-test. The first and last phases consisted of written questionnaires which were distributed right before and after the instruction phase. The results showed that in the third phase, the students demonstrated great progress in their understanding of request forms in L2. Their improvement was manifested by the learners’ acknowledgement of these forms as proper employment of request strategies in English, recognition of request function names, ability to assign correct functions to linguistic realizations and their overall understanding of the appropriate use of these forms dictated by the weightiness of different request situations.
Keywords: explicit instruction, implicit instruction, metapragmatic information, pre-test post-test
requests, Saudi EFL learners, requests, speech acts

Cite as: Qari, I. A . (2021). The Effect of Explicit Instruction of Requests on Saudi EFL learners using a pre-test, post-test Approach.
Arab World English Journal, 12 (1) 113-127.


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Received: 9/28/2020  
Accepted: 2/1/2021 
Published: 3/24/2021 

Dr. Israa Qari is an assistant professor in Linguistics, currently teaching English in the ELI Preparatory year program, King Abdulaziz University, Jeddah, Saudi Arabia. She obtained her Doctorate degree from University of Roehampton, London, U.K. in 2017. She specializes in Cross-Cultural Linguistics and politeness research.