Download Presentation (201 KB)
Politeness theory and its relevance in the classroom have not been explored to understand how students and instructors maintain face and mitigate face-threatening acts (FTAs). This study sought to understand how instructors and students define “politeness” in the classroom, how both parties maintain face, and what differences between online and in-person classroom contexts occur. Based on computer-aided coding of data from open-ended questionnaires, results indicated that, when instructors use bald-on record FTAs in the classroom, this causes students to become more reticent in in-person and online classroom contexts. Instructors and students both maintain face by preparing for class and exhibiting knowledge, regardless of the context, and with the transition to online classes, both instructors and students expect politeness to be replicated through tasks such as turning off or keeping on video feeds and muting microphones.
Thedorf, Erianne, "Politeness Theory Patterns in the Online and In-Person Classroom" (2021). Communication. 1.