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This study aims to explore how the use of refusal strategies differs among non-native Arabic learners based on their proficiency levels.

Pragmatic competence among non-native learners of Arabic: a cross-sectional mixed-methods study of refusal strategies across proficiency levels

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Cross-sectional mixed-methods study examines refusal strategies in Arabic learners, suggesting pedagogical implications.

This study aims to explore how the use of refusal strategies differs among non-native Arabic learners based on their proficiency levels.
Cross-sectional mixed-methods design involving 65 international learners enrolled in an Arabic as a Foreign Language program.
Analysis included 716 valid coded responses from a Discourse Completion Test, categorized into direct, indirect, and adjunct refusal strategies.
Quantitative and qualitative analyses were performed to identify proficiency-related patterns and realization forms.
Lower proficiency learners relied more heavily on direct refusal strategies, while higher proficiency learners utilized indirect strategies more frequently.
A significant association between proficiency level and refusal strategy category was found (χ²(6) = 37.051, p < .001).
Qualitative analysis revealed three recurrent patterns of refusal realization: minimal-move refusals, supportive-move packaging, and sociopragmatic routines.

Alshammari et al. (2026) studied this question.

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