The present study compared the impacts of two methods of teaching pragmatics: Conventional Teaching Method (CTM) and YouTube Interventional Teaching Method (YITM), on the process of teaching request speech act in hotel front desk service to 60 EFL Thai hospitality students. To examine the effects of each type of instruction, the data collected through a written discourse completion test (WDCT) were later analyzed using descriptive statistics, t-test, and ANCOVA. The results indicated that both types of instruction improved learners’ performance of request. However, students who learned pragmatics through the YITM outperformed the group of students who learned through the CTM in using requests in situations related to hotel front office service in terms of the ability to use the correct speech act, expressions and vocabulary, the amount of information, and the degree of appropriateness. The findings provide insights into the facilitative impact of pragmatic instruction with YouTube and present suggestions for ESP teachers and materials developers.
Keywords: Conventional Teaching Method (CTM) and YouTube Interventional Teaching Method (YITM), Pragmatic instruction, Pragmatic performance., request
