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The present paper explored how plays could contribute to pragmatic development when employed as a medium of implicit or explicit instruction. 80 undergraduate English-major students were divided into four experimental groups two of which were literary and two nonliterary. Implicit Literary, as one of the literary groups was exposed to typographically enhanced plays containing the speech acts of, refusal, apology, and request. Explicit Literary, the other literary group received the same speechdoi:10.1080/2331186x.2019.1662979 fatcat:pjhrze6xy5c3djghusluzm2q7m