The Impact of Pragmatic Competence Instruction through Role-Play on the Speaking Fluency of Iranian EFL University Students

Speaking fluency has long been a central yet underdeveloped skill in Iranian EFL (English as a Foreign Language) education, often hindered by insufficient attention to the pragmatic aspects of language use. While many learners master grammatical rules, they frequently struggle to produce fluent, contextually appropriate spoken English in real-life situations. This study addresses the gap by examining how instruction in pragmatic competence through role-play activities can enhance the speaking fluency of Iranian university students learning English. The primary aim of this research was to explore whether structured pragmatic training embedded in interactive scenarios could positively impact learners' oral performance, specifically in terms of fluency and contextual appropriateness. Adopting a qualitative research methodology, this study did not rely on human participants but instead conducted an in-depth analysis of scholarly sources, empirical studies, and theoretical frameworks published in peer-reviewed literature between ۲۰۱۵ and ۲۰۲۴. The research focused on analyzing key concepts such as speech acts, sociolinguistic awareness, and task-based pedagogy, and how these intersect with fluency development. Role-play was considered as a dynamic instructional technique capable of simulating authentic communicative settings where learners practice pragmatic features such as requests, refusals, and suggestions. The analysis of existing literature revealed that role-play activities significantly support the development of pragmatic awareness and thereby contribute to more fluent and socially appropriate spoken interaction. Findings showed that integrating pragmatic competence instruction into classroom practice helps learners internalize functional language patterns, reduce hesitations, and improve turn-taking and coherence in speech. These outcomes suggest that incorporating context-rich role-play tasks into EFL instruction can bridge the gap between linguistic knowledge and communicative competence, thus promoting more natural and effective speaking fluency. The study contributes to the growing body of research advocating for pragmatic-based approaches in foreign language pedagogy, particularly within the Iranian higher education context.

کلیدواژه ها:

Pragmatic competence ، role-play ، speaking fluency ، EFL learners