THE USE OF SPEECH ACTS IN ENGLISH LANGUAGE LEARNERS’ ORAL PRESENTATIONS: A CLASSROOM-BASED STUDY

Abstract

This qualitative classroom-based study explores how English as a Foreign Language (EFL) learners employ speech acts during oral presentations, with two primary aims: (1) to classify the types of speech acts produced and (2) to examine their pragmatic functions in managing information delivery and audience interaction. Anchored in Searle’s speech act theory, the research employed a purposive sampling technique involving a focused group of undergraduate students from an English education program at a private university in Indonesia. The instruments for data collection included video recordings of peer-led presentations and verbatim transcriptions, enabling the researchers to capture both verbal and contextual aspects of communication. Data analysis followed a two-phase coding process: first identifying direct and indirect speech acts, and then interpreting their pragmatic roles in classroom discourse. The findings revealed that directive speech acts—including commands, prompts, and open-ended questions—were the most frequently used, indicating their central role in guiding peer engagement and instructional flow. Assertive acts were also common, primarily used to explain and define content, while expressive and commissive acts, though less frequent, served affective and relational functions such as building rapport and expressing commitment. The occasional use of indirect forms reflected students' awareness of politeness and social appropriateness, marking a developing pragmatic competence in English. This study contributes to global scholarship on second language pragmatics by illuminating how EFL learners use speech acts not only to convey content but to shape discourse, simulate instructional authority, and manage interpersonal relationships during spontaneous speech events. The findings emphasize the pedagogical need for explicit pragmatic instruction in EFL contexts, especially for enhancing presentation effectiveness, learner autonomy, and communicative confidence. These insights are globally relevant, particularly in multicultural and multilingual classrooms where pragmatic competence is essential for academic success and professional preparedness.