Annisa Rohmadhani, Nur Giana Febrianti
In order to explore possibilities as well as challenges in the use of speech acts in English as a Foreign Language (EFL) classrooms, the research employs an extensive literature review. One form of successful communication that works by means of asking, refusing and apologising is a speech act. However, the context-dependent nature of speech acts and linguistic and cultural differences between English and their own Bahasa sometimes made it difficult for EFL learners to master them. All these are exacerbated by poor education, which results in misconceptions and ineffective communication in the classroom. Despite the significance of pragmatic competence to language learning, it is still desirable to carry out an expansive study. It made it possible for the researchers to collect related studies, locate inadequacies in the way that teaching has been practised and explore what can be adopted to include speech acts in the curriculum of EFL. Through critical examination of existing research, this paper shall provide teachers with relevant information concerning effective teaching behaviours that improve learners’ pragmatic insight and communicative competence. Placing emphasis on these factors shall make language learning activities more pertinent and interesting to the learners and improve the effectiveness of the communicative ability of the learners. © Penerbit Universiti Sains Malaysia, 2025.
Department of English, Faculty of Letters, Universitas Negeri Malang, Jl. Semarang 5, East Java, Malang, 65145, Indonesia
