آرمین ذکریانژاد

While a growing body of research testifies to the benefits of asynchronous computer-mediated communication (ACMC) for foreign language learning, its contributions within the field of interlanguage pragmatics (ILP) have remained underexplored. To address this gap, the present study aimed to unveil the impact of mobile-assisted (text vs. voice messaging) ACMC on Iranian English as a foreign language (EFL) learners' pragmatic learning of apologies and requests. Utilizing a mixed method, pretest-posttest design, data from sixty intermediate Iranian EFL learners studying English at Shokouh Language Institute in Babolsar, Mazandaran were obtained based on the results of an Oxford Placement Test (OPT). The participants were assigned into two experimental groups (text-messaging, N = 20; voice-messaging, N = 20) and one control group (N = 20). A Written Discourse Completion Test (WDCT) and semi-structured interviews were used for data collection. The pretest and posttest analysis revealed the experimental groups’ significant gains through both text and voice messaging, with only a negligible difference between their effectiveness. The qualitative findings led to the detection of three significant themes a posteriori, namely flexibility and convenience, lower pressure, and promotion of collaborative learning and emotional engagement. The findings suggest that by incorporating multiple modes of interaction, mobile-assisted ACMC grants learners a variety of technological affordances to enrich their pragmatic learning.