The Use of Politeness Strategies in Teacher-Student Interaction in a Postgraduate EFL Classroom

Abstract

This study investigates the use of politeness strategies in teacher-student interaction in an online post-graduate EFL classroom. Employing a qualitative research design, the data were collected through classroom observation and audio recordings of presentation and discussion sessions conducted via Zoom in an English education program. The data were analyzed using Brown and Levinson's politeness framework, with factors influencing politeness use identified inductively from the interactional data and interpreted through the sociological variables of power, social distance, and degree of imposition. The findings reveal that positive politeness strategies were particularly salient in the teacher's speech, contributing to a supportive and inclusive learning atmosphere. In contrast, negative politeness strategies were used to mitigate face-threatening acts during questioning and clarification. Negative politeness strategies were particularly salient in student speech, reflecting an awareness of power relations and institutional roles, although positive politeness also appeared when students expressed engagement and agreement. The use of these strategies appeared to be shaped by teacher–student power relations, the online learning context, and the academic nature of the discussions. These patterns suggest that politeness strategies may contribute to a more supportive interactional environment in online EFL classrooms, though anxiety and learning outcomes were not directly examined in this study. By focusing on synchronous, online, postgraduate EFL academic interaction, particularly presentation and discussion activities, this study contributes to a still limited body of research on pragmatic competence in this specific instructional context.