Digital Pragmatic Analysis: Patterns of Students' Language Politeness in Interaction on Online Learning Platforms

Abstract

This study aims to analyze students’ language politeness patterns in online learning interactions and identify deviations and influencing factors within the perspective of digital pragmatics. The research employed a descriptive qualitative approach focusing on communication phenomena in virtual learning environments. Data were collected through observations of student interactions on online learning platforms, interviews with teachers and students, and documentation of digital conversations. Data analysis used the interactive model of Miles and Huberman, including data reduction, data presentation, and conclusion drawing. The findings revealed two dominant patterns of language politeness: positive politeness and negative politeness. Positive politeness was reflected through the use of inclusive, friendly, and solidarity-oriented language, while negative politeness appeared in polite requests and expressions of respect toward teacher authority. The study also found that low digital literacy, the dominance of social media communication culture, and the limited integration of digital ethics education significantly influenced students’ language behavior in online learning interactions.