Interactional Pragmatic Strategies in English as a Foreign Language Classroom Interaction in a Thai University Setting

Abstract

This thesis examines the application of Interactional Pragmatic Strategies in English as a foreign language classroom interactions in a Thai university setting. The study seeks to (1) examine the use of IPSs by teacher and students in the classroom, (2) investigate how such interactants resource IPSs to resolve communication problems during teaching and learning in the classroom, and (3) explore interactants perceptions of IPSs in the classroom

Adopting a qualitative research design, the study collected empirical data from naturally occurring classroom interactions in an English as a Foreign Language (EFL) setting. Two primary data collection methods were employed: classroom observations and semi-structured interviews. Observations, supported by audio recordings and detailed field notes, captured the real-time use of IPSs by both teacher and students, offering contextualized insights into interactional practices. In parallel, interviews provided reflective perspectives on participants’ attitudes and experiences regarding IPSs usage. The data were analyzed using qualitative methods. Discourse analysis was applied to the observation transcripts to investigate how IPSs functioned in resolving communication challenges. Meanwhile, interview data were subjected to qualitative content analysis to extract recurring themes and deepen the understanding of participants’ perceptions.

Findings revealed that both the teacher and students employed a diverse range of IPSs. These included commonly recognized strategies such as repetition (RPT), repair (RP), clarification (CRF), prompting (PT), and guessing (GS), as well as context-specific strategies like encouragement (ECR), modeling (MDL), reinforcement (RFM), scaffolding (SCF), and translanguaging (TLG). While students predominantly used IPSs reactively to overcome linguistic barriers, the teacher often applied them proactively to model effective communication and foster learners’ strategic competence. The study further showed that IPSs played a pivotal role in managing various types of communication breakdowns. These included linguistic issues (e.g., pronunciation errors, grammatical gaps, limited vocabulary), interactional difficulties (e.g., mishearing, incomplete discourse, referential ambiguity), and factual misunderstandings (e.g., content-related confusion or unclear instructions). Notably, strategies were frequently used in combination—a process referred to as strategic chaining—which enabled collaborative meaning-making. The effectiveness of IPSs was often reinforced through multimodal resources such as gestures, facial expressions, and prosodic features like intonation, which contributed to greater clarity and engagement. Despite their benefits, the use of IPSs was not uniformly successful. The analysis identified several factors that hindered the effective deployment of strategy. These included learners’ attitudes (ATT), such as anxiety, fear of making mistakes, and low confidence, and pedagogical skills (PDS), such as inadequate scaffolding, unclear task design, or a lack of explicit strategy instruction. Additionally, knowledge-related barriers (KL), including limited awareness of when and how to apply specific strategies, further impacted students' ability to use IPSs effectively. In such instances, students often avoided risk-taking, used overly simplified language, or refrained from participating actively. The role of the teacher was particularly crucial in facilitating the use of IPSs. When teachers intentionally modeled, scaffolded, and reinforced strategic behavior, students were more likely to experiment with and internalize these communicative tools. Conversely, a lack of pedagogical support often resulted in missed learning opportunities. Overall, the interview data showed that both the teacher and students viewed IPSs as valuable tools for enhancing communication, increasing participation, and reducing anxiety in the classroom. Students, in particular, appreciated structured, interactive tasks, such as role-plays and peer discussions, which created supportive environments for practicing IPSs. Nevertheless, ongoing challenges such as unfamiliar pronunciation, fast-paced speech, and psychological barriers continued to impact their practical use.

This study thus highlights the central role of IPSs in facilitating effective, purposeful communication in EFL classrooms. It offers theoretical, methodological, and pedagogical contributions to the fields of pragmatics and ELF communication. The findings underscore the importance of integrating IPSs more systematically into language teaching practices, teacher training programs, and curriculum design. Creating interactive, supportive learning environments that promote the strategic use of language can significantly enhance learners’ academic performance and intercultural communicative competence. This research provides valuable insights into EFL classroom discourse in the Thai context and lays a foundation for further studies in similar multilingual, multicultural educational settings.

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