Metapragmatics Instructions in Leveraging English Proficiency on Apology

This study endeavors to investigate the effects of metapragmatic instructions: role play and elicited conversation negotiated feedback (RP+NF, EC+NF) embedded in Task-Supported Language Instruction (TSLI) on students’ apology strategy. We used a laboratory-based research design encompassing 75 fifth-semester students economics major taking English business for international communication higher educational level. Those were randomly assigned into one control group two experimental groups. utilized mixed-design repeated measure analysis variance (RM-ANOVA) gauge proficiency explicated two-test i.e., judgment test (AJT) oral (AOT) three sessions (pre-, post-, delayed test). The finding reveals that there is significant difference between among groups which both outperform post tests. Also, increase from pre test, but not group. While RP+NF provides most robust all stimulates long term with big effect sizes designs, EC+NF fails provide AOT.
 Keywords: Apology Strategy, Corrective Feedback, Elicited Conversation, Metapragmatic Instructions, Role Play