Al-Issa and Al-Mekhlafi (2017) investigated the pragmatic competence of Yemeni EFL learners in requesting strategies. The study found that the learners’ use of request strategies was influenced by their L1 culture, which prioritizes indirectness and politeness. The authors suggest that EFL learners need explicit instruction and practice in the target language culture’s communication styles to develop pragmatic competence. Similarly Huang (2016) investigated the pragmatic competence of Chinese EFL learners in email communication. The study analyzed the learners’ email messages using the discourse analysis framework and found that the learners had difficulty in employing appropriate language functions, such as requests, apologies, and suggestions, in email communication. The study suggested that EFL instructors should focus on teaching language functions and providing authentic email writing tasks to improve learners’ pragmatic competence.

Another study by Lee and Huang (2018) examined the effect of explicit instruction on the pragmatic competence of Taiwanese EFL learners. The learners received instruction on the use of hedging strategies in English emails, and their pre- and post-instruction emails were analyzed for pragmatic competence. The study found that the explicit instruction significantly improved the learners’ use of hedging strategies, indicating the effectiveness of explicit instruction in developing pragmatic competence.

In a different context, a study by Güneş and Şimşek (2020) investigated the pragmatic competence of Turkish EFL learners in speech acts of apology. The study found that the learners’ use of apology strategies was influenced by their L1 culture, which emphasizes indirectness and elaboration. The authors suggest that EFL learners need exposure to the target language culture’s communication styles through authentic materials and interaction with native speakers to develop pragmatic competence. The studies suggest that EFL learners’ pragmatic competence is influenced by their L1 culture and that explicit instruction and exposure to the target language culture’s communication styles can enhance pragmatic competence. Further research is needed to investigate the effectiveness of different instructional approaches in developing pragmatic competence in EFL learners. Yusoff et al. (2018) examined the pragmatic competence of Malaysian EFL learners in email writing. The study analyzed the learners’ email messages using a pragmatic checklist and found that the learners had difficulty in using appropriate politeness strategies, such as appropriate greetings, expressions of gratitude, and appropriate closing statements. The study recommended that EFL instructors should focus on teaching politeness strategies to improve learners’ pragmatic competence in email writing.Similarly, a study by Rahimi and Behnam (2017) investigated the pragmatic competence of Iranian EFL learners in email communication. The study analyzed the learners’ email messages using a pragmatic checklist and found that the learners had difficulty in using appropriate discourse markers, such as conjunctions, adverbs, and sentence-final particles, to convey their intended meaning in email communication. The study suggested that EFL instructors should focus on teaching discourse markers to improve learners’ pragmatic competence in email writing.

To conclude, The studies suggest that EFL learners face challenges in employing appropriate language functions, politeness strategies, and discourse markers in email communication. Therefore, EFL instructors should provide authentic email writing tasks and focus on teaching language functions, politeness strategies, and discourse markers to improve learners’ pragmatic competence in email writing. It is necessary to provide students with opportunities to practice and develop their pragmatic skills, using authentic materials and real-life situations, and to raise their awareness of the importance of context, culture, and social norms in communication.