A Study on Self-Critical Reflections of Illocutionary Act Strategies Utilized in L2 Learners’ Social Network Service
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The aim of this study is to explore illocutionary acts and the self-critical reflection rating of EFL university learners who utilized message exchanges in English through Social Network Service (SNS). The current study targeted illocutionary act strategies such as ‘Assertives,’ ‘Commissives,’ ‘Directives,’ ‘Declaratives,’ and ‘Expressives’ by analyzing learners’ familiarity and self-critical reflection of speech act use. In addition, it considers learner’s gender as a significant factor for extended analysis. For this purpose, 64 participants rated their illocutionary acts based on five speech act classifications (Searle, 1969). The results revealed some speech acts were more frequently used, which have been noted by different topics. Furthermore, t-test analysis of L2 learners’ familiarity and self-critical reflection scores indicated different speech acts used across different topics. Learners’ gender produced different results, but the difference was considered to be insignificant. While the participants generally used various strategies of the most frequently used illocutionary acts, ‘Expressives,’ ‘Directives’ were also variously shown in their self-reflective scoring in spite of lowest familiarity. The results of having the study highlighted the necessity of EFL learners’ speech acts in relation to self-critical reflection on authentic experience and continued method development for authentic use. In addition, the research findings suggested more extensive study for EFL learners is necessary.
Abstract
The aim of this study is to explore illocutionary acts and the self-critical reflection rating of EFL university learners who utilized message exchanges in English through Social Network Service (SNS). The current study targeted illocutionary act strategies such as ‘Assertives,’ ‘Commissives,’ ‘Directives,’ ‘Declaratives,’ and ‘Expressives’ by analyzing learners’ familiarity and self-critical reflection of speech act use. In addition, it considers learner’s gender as a significant factor for extended analysis. For this purpose, 64 participants rated their illocutionary acts based on five speech act classifications (Searle, 1969). The results revealed some speech acts were more frequently used, which have been noted by different topics. Furthermore, t-test analysis of L2 learners’ familiarity and self-critical reflection scores indicated different speech acts used across different topics. Learners’ gender produced different results, but the difference was considered to be insignificant. While the participants generally used various strategies of the most frequently used illocutionary acts, ‘Expressives,’ ‘Directives’ were also variously shown in their self-reflective scoring in spite of lowest familiarity. The results of having the study highlighted the necessity of EFL learners’ speech acts in relation to self-critical reflection on authentic experience and continued method development for authentic use. In addition, the research findings suggested more extensive study for EFL learners is necessary.
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