WhatsApp is a powerful tool for L2 learning because of its capacity to promote interaction between teacher and student, as well as among students. Its use has also been shown to support ubiquitous learning. In an attempt to extend language learning beyond the classroom, this study reports on the use of instant messaging through WhatsApp by a group of EFL learners (n = 23) who were regularly sent optional language-learning tasks by their teacher during an intensive summer course. By the end of a five-week-period, 764 messages had been produced, which are explored through a qualitative analysis in the present study, with particular attention to changes of participation as a result of time. Most of the messages in the WhatsApp group were produced by the students in the context of the teacher-initiated tasks and through them students had the chance to practice the language as well as engage in real communication, even though student participation tended to decrease over time. The WhatsApp group was also used for informal communication among the students and with the teacher (a total of 289 off-task messages) which, in contrast to on-task messages, grew over time. The nature of the interactions also tended to be more spontaneous and symmetrical, at times with more of a presence of textese. Negotiation of form and content was scarce, but both on-task and off-task messages turned out to be equally productive in engaging students to use English beyond the walls of the classroom.

Exploring Pragmatic Competence in Formal Communicative Contexts: The case of thanking by native and non-native speakers of Greek

Mi futuro, mi pasión favorita o un camino a la cultura antigua… El significado de las motivaciones en aprendientes de griego moderno como segunda lengua

This study explores how Spanish/Catalan bilinguals acquire requests in Greek as a Foreign Language (FL), focusing on the role of proficiency in different communicative contexts. Fifty-four learners of Greek from different proficiency levels and fifty-three native Greek speakers participated in this study. Data was collected via role plays featuring varied social parameters (+/−Power, +/−Social Distance, +/−Imposition). Retrospective verbal reports were also employed to gain insights into learners’ use of requests, providing an overall view of their self-perceptions and pragmatic concerns across different proficiency levels. The findings revealed differences between native and non-native speakers in request types and the number of modifications, highlighting that increased proficiency does not necessarily result in target-like pragmatic performance. Additionally, social parameters clearly influenced learners’ requesting behavior, although their ability to interpret and appropriately respond to these variables developed inconsistently across different contexts and proficiency levels. Ultimately, the findings of this study may contribute to a better understanding of L2 pragmatic development in Greek as an FL and, in turn, inform pedagogical practices aimed at enhancing learners’ pragmatic competence.