Honing Future English Teachers' Pragmatic Competence through Scenario-Based Learning Technology

The shift towards communicative competence in English teaching emphasizes the need for teachers to understand both grammatical and pragmatic aspects of language use. However, many teacher education programs focus predominantly on linguistic accuracy, neglecting the development of pragmatic skills, which are critical for effective communication in diverse real-world contexts. This lack of pragmatic competence in pre-service teachers leads to inadequate instruction in teaching pragmatic strategies to students, perpetuating a cycle of underdeveloped communicative abilities. This study investigates how Scenario-Based Learning (SBL) can enhance pragmatic competence in future English teachers, aiming to bridge this pedagogical gap. The findings indicate that integrating SBL technology into the curriculum significantly improves pragmatic competence, as demonstrated by a statistically significant increase in post-test scores among the experimental group compared to the control group. This research introduces SBL as a method for cultivating pragmatic skills through immersive, context-based scenarios, offering a new approach to teacher training. The study underscores the importance of incorporating SBL into teacher education curricula, proposing that it enhances pragmatic awareness, reduces communicative anxiety, and provides more engaging, real-world preparation for future educators.