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1. CALL (Computer-Assisted Language Learning)

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1. CALL (Computer-Assisted Language Learning)

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An approach where computers and digital tools are used to deliver, support, or supplement language learning. It includes multimedia input, online exercises, interactive tasks, and autonomous self-study, all of which can make learning pragmatics more engaging and flexible.

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Any type of communication that happens through digital technologies, such as emails, chats, video calls, and forums. In pragmatics instruction, CMC enables learners to practice authentic language use, negotiate meaning, and develop intercultural competence with people they might never meet face-to-face.

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Social media platforms such as Facebook, Instagram, WhatsApp, YouTube, or LinkedIn, which can be used as authentic spaces for language and pragmatics practice. They allow learners to observe, participate, and analyze real interactions in various digital communities.

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Facebook, Instagram, WhatsApp, YouTube, or LinkedIn,

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4. MALL (Mobile-Assisted Language Learning)

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4. MALL (Mobile-Assisted Language Learning)

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Language learning supported by mobile devices such as smartphones or tablets. MALL makes it possible for learners to practice pragmatic skills anywhere and anytime, using apps, games, or virtual tasks that provide instant feedback.

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A form of online exchange that connects language learners from different geographical locations for meaningful, real-life interaction. It often involves structured tasks like interviews, discussions, or joint projects that develop both pragmatic and intercultural skills.

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Online journals where learners can post reflections, cultural comparisons, or analyses of pragmatic features. Blogs encourage thoughtful observation, metapragmatic awareness, and peer feedback through comments and discussion.

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Digital interaction that happens in real time, like video conferencing, live chat, or voice calls. This immediacy helps learners practice turn-taking, conversational management, and nonverbal cues just as they would in face-to-face conversations.

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Interaction that doesn’t require participants to be online at the same time. For example: emails, discussion boards, or blogs. This gives learners time to reflect, plan, and analyze pragmatic language use more deeply.

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Platforms like Zoom, Skype, or Microsoft Teams that allow live visual and audio interaction. They provide opportunities for learners to practice real-time pragmatics, including gestures, facial expressions, and other nonverbal features.

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The use of digital games or game-like tasks to engage learners in problem-solving and interaction. Games can motivate learners to practice pragmatic formulas (like politeness strategies) while receiving immediate, context-sensitive feedback.

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Digital tools like Google Forms, Hot Potatoes, or LMS quiz features that test learners’ pragmatic judgments or awareness. They often provide automated feedback, helping students reflect on appropriate or inappropriate language use in different contexts.

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Digital applications that allow learners to visually organize ideas, language forms, or strategies. In pragmatics learning, these tools help students connect forms, functions, and contexts. For example, mapping how different expressions fit various social situations.

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Simulated 3D spaces, often found in games or virtual reality platforms, where learners use avatars to interact with others. These environments create safe contexts to practice pragmatic strategies like requests, apologies, or negotiations in real-life-like scenarios.

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Online platforms (like Moodle, Canvas, or Slack) where learners can post messages, reply to others, and develop extended conversations. Forums can help learners analyze authentic language use, compare cultural norms, and discuss pragmatic strategies.

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A strategy where teachers or digital tools highlight key language features (e.g., stress, intonation, hedges, gestures) in audio or video input. This helps learners notice how pragmatics works in real communication, increasing their awareness of subtle cues.