EXPRESSIVE SPEECH ACTS AS PEDAGOGICAL FEEDBACK: A PRAGMATIC INSIGHT INTO EFL SPEAKING CLASS INTERACTION
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Abstract
This study examines how expressive speech acts function as pedagogical feedback in an English as a Foreign Language (EFL) speaking classroom. Drawing on Searle’s taxonomy of speech acts and a pragmatic discourse-analytic approach, the research identifies the types of expressive speech acts used by the teacher and explains their pragmatic and pedagogical functions. A qualitative descriptive design was employed, utilizing classroom observations, audio recordings, and field notes as the primary data sources. The findings show four types of expressive speech acts: praise, thanking, encouragement, and positive acknowledgment. Praise appeared most frequently and provided immediate reinforcement, supporting student confidence and participation. Encouragement helped reduce anxiety and prepared learners for speaking tasks. Thanking maintained politeness and mutual respect, while positive acknowledgment strengthened motivation and affirmed student progress. The study concludes that expressive speech acts serve both affective and instructional functions, helping to build a supportive classroom atmosphere and promote active engagement in EFL speaking activities. The findings suggest that expressive feedback deserves greater attention as a deliberate pedagogical strategy rather than an incidental feature of teacher talk.
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