Wednesday, 30 November 2016
Reflection on Writing this Blog
Alhamdulillah, we have finally done almost all of the tasks and assignments that are assigned. As we are drawing near towards the end of the semester and for some of us, end of our lives as undergraduate students of IIUM. It must be admitted, writing all these reflections are not easy; it made us ponder on everything that we learned in every class. However, it is difficult for us because we were not used to it when we actually should, as students. We just realized how less thoughtful we were after all these years when we should do these pondering on every single lesson we learned. We are deeply grateful that probably unlike others, we were given the opportunity to learn from Dr. Rozina who taught us wholeheartedly.
We clearly learned a lot throughout this course. We can't thank you Dr. Rozina enough for being, well, Dr. Rozina and did not only teach us as much as the syllabus requires her to, but way beyond that, even life lessons. Thanks to her, we feel like we are slightly, or even a bit more than that, better students and Muslimahs. One of the most memorable lesson is the Islamisization of Knowledge talk delivered by our very own Dr. Mahmudul Hasan. It was in a way touching that we are very fortunate to have that kind of worldview while we are still this young of age. To actually think what do we want to achieve in life after being successful when we cannot even guarantee if our children at least would pray for us when we are no longer alive. The story he told about a man from his village will be remembered forever and Inshaallah it will constantly remind us that there are more to life than that merely of Duniawi. We realized that the knowledge that we acquire in our lives is not just as it is; you learn them, pour them out on exam papers and that's it. We came to understand that they are meant to improve ourselves, community, and the Ummah for the better.
Besides those, we also gained eye-opening experiences like how is it actually the real world works. Working in a group and getting everyone to work in sync is definitely not an easy task. However, Alhamdulillah we managed to get through it somehow. Writing this blog on the other hand, has given us something we can be proud of and we sincerely hope that people would benefit and learn things by reading our blog. Not only that, the posts we wrote are thoughts and insights that we acquired from the lessons. By reading the blog, the lessons will forever be remembered, Inshaallah.
Last but not least, it may be a bit redundant; but we would like to express our deepest gratitude to Dr. Rozina binti Abdul Ghani for all of her efforts and time spent on educating us. Inshallah we will make you proud one day and may Allah reward you with His blessings throughout your life in this Dunya and also Akhirah. Ameen.
Assignment on CMC (Computer-Mediated Communication)
Computer Mediated Communication (CMC):
Implicatures and Hedges used in E-mails between
Student and Lecturer
Nurfarahani Binti Zubbri
1214454
Nurul Nabilah Binti Mustaffa
1226430
Sharifah Fatin Athira Binti Syed Uzir
1218106
Wardah Binti Ismail
1226428
International Islamic University Malaysia
This paper as partial fulfillment for the requirement of ENGL 4740
Section 1 instructed by Dr. Rozina Abdul Ghani, Kulliyyah of Islamic Reveal
Knowledge and Human Sciences, International Islamic University Malaysia.
Semester 1, 2016/2017.
Table
of Contents
1.
Introduction ………………………………………………………………….. 3
1.1 Background
of Study .......………………………………………………. 4
1.2 Purpose
of Study ……………………………………………………………. 4
1.3 Statement
of Problems ……………………………………………………...
4
1.4 Research
Questions ……………………………………………………………. 4
1.5 Significance
of Study
.....……………………………………………....... 4
2.
Literature
Review …………………………………………………………… 5-12
3.
Methodology …………………………………………………………………… 13
4.
Findings ……………………………………………………………………………. 14-21
5.
Discussion …………………………………………………………………… 22-23
6.
Conclusion ……………………………………………………………………. 24
7.
Appendices
8.
References
1. Introduction
1.1 Background of Study
Computer
Applications in Language Studies refers to a course of study which
fundamentally involved the learning of Computer Mediated Communication (CMC).
CMC can be defined as any communication transmissions that prevail through the
use of two or more digital equipment as well as networked computers. In other
words, any communications which take place between individuals via computers
and internet, for instance, instant messages, e-mail, chat rooms and text
messaging. Meanwhile, in terms of social network sites (SNS), there are numbers
of examples which basically based on the concept of CMC such are, Skype, Blog,
Facebook, Twitter, WeChat, Instagram and YouTube.
Over and above,
among all of the communication transmissions existed, the application of e-mail
has been selected as the corpus to be analyzed in this research. This is owing
to E-mail is referred as the most practical and flexible applications which it assists
in exchanging messages by means of electronic from one user towards other
recipients regardless numbers with the aid of internet. Also, e-mail holds many
attractive features such as speed, portability, flexibility and formality which
naturally cause it to be the most preferable SNS to be used up to now
especially involving official matters. Thus, e-mail is examined as the most
ideal application to be studied in this research.
Last but not least, effectiveness means the
degree of success of the cooperative principle in delivering messages between
participants as well as the degree of success in etiquette and netiquette of
people when interact through e-mail.
Therefore, the aim of this study is to examine
the effectiveness of cooperative principle used by two students and a lecturer
in e-mail.
1.2 Purpose of Study
The purpose of
this study is to examine the effectiveness of cooperative principle used by two
students and a lecturer in e-mail.
1.3 Statement of
Problems
To what extent do people adhere to etiquette and
netiquette in e-mail
1.4 Research Questions
1) What is the frequency of hedges in the e-mail?
2) What is the frequency of implicatures in the e-mail?
3) What is the effectiveness of
cooperative principle that the participants in the e-mail adhere to from the frequency of hedges and implicatures found in the e-mail?
1.5 Significance of
Study
In this paper, we have decided to find out to
what extent do people adhere to etiquette and netiquette in e-mail. An example
of an e-mail account which involving two students and a lecturer has been
chosen as to look into the effectiveness of cooperative principle as well as
the etiquette and netiquette in communicating particularly towards educator.
2. Literature Review
Title: Inhibition,
Integrity, and Etiquette Among Learners: The Art of Niceness
Year: 2010
Author: Dianne Conrad
Journal of Publication:
Distance Education
Statement of Problem: Online learning has opened up new avenues for alternative
modes of study, providing increased accessibility to learners. The study
explores the experiences of learners engaged in online study through their
stories of participation.
Purpose of Study: This
study explored the connectedness of learners’ online lives through an
interpretive process and attempted to make sense of those events through the
reflective telling of their stories.
Research Questions:
1.
What
influences members’ contributions to and participation in, online learning
activities?
2.
What
factors influenced members’ patterns of interactions with other members of the
group?
3.
What
internal and external conditions affected members when they were engaged in
online learning?
4.
And,
what did it mean to learners to be members of an online group?
Methodology:
Constructivist Research as Self-Reflexivity
·
Sampling/
corpus: Seven middle-life adult learners
who were purposively selected because of their engagement in a postsecondary
program delivered online at a distance.
·
Framework: The outreach program, offered at a distance, used a cohort
model where a group of learners, approximately 20–28 strong, began the program
together in a course designated as the “starting point” and proceed through the
program with their group.
·
Procedure: Learners were at different places in their programs but
were all members of the same cohort group. Using an informal and
semi-structured approach, I interviewed respondents once for a minimum of 60
minutes in their respective learning spaces with the physical “structures” of
their learning around them.
Findings: 1) We are well-mannered people, and we like to be nice
2) The etiquette of silence
3) The etiquette of conflict
4) The etiquette of support
5) The etiquette of caring
Discussion: Etiquette
and Conflict in Online Learning. This study asked learners questions that
brought to the fore the decision-making processes guiding their participation
in online learning activities. One of learners’ most consistent and most
strongly expressed affective behaviors was the avoidance of conflict online
through practices of etiquette.
Title: Teaching
E-Mail Requests in the Academic Context: A Focus on the Role of Corrective
Feedback
Year: 2015
Author: Thi Thuy Minh
Nguyen, Thi Thanh Ha Do, Anh Tuan Nguyen and Thi Thanh Thuy
Pham
Journal of Publication:
Language Awareness
Statement of Problem:
As email requests from students to professors have become increasingly common
in academic settings, research has also shown second-language (L2) students’
unfamiliarity with email etiquette in L2 has also affected their communication
with their professors. The study examines whether giving corrective feedback on
students’ performance during pragmatics-focused activities leads to their improvement
in producing and recognising pragmatically appropriate email requests.
Research Questions:
1. What are the short- and long-term effects of each type
of feedback, provided in conjunction with explicit meta-pragmatic instruction,
on L2 learners’ production of pragmatically appropriate email requests?
2. What are the short- and long-term effects of each of the
two mentioned treatments on L2 learners’ recognition of pragmatically
appropriate email requests?
3. Which type of treatment produces more effects both
in short and longer terms on learners’ production of pragmatically appropriate
email requests?
4. Which type of treatments produces more effects
both in short and longer terms on learners’ recognition of pragmatically
appropriate email requests?
Significance of the study: The study explores how the corrective feedback on students’
performance during pragmatics-focused activities leads to their improvement in
producing and recognising pragmatically appropriate email requests.
Methodology:
·
Type
of Research: quasi-experimental, pre-test/post-test design with a control
group.
·
Sampling:
64 females, aged between 19 and 20, were pre-service EFL teachers studying in
the first year of English major.
·
Procedure:
1. Three
classes were randomly assigned which are: control (25),
meta-pragmatic
feedback (16) and direct feedback (23).
2. These three classes were focuses on the email
request, including
requests for face-to-face appointments with the professor,
requests for feedback on work-in-progress sent in an attachment, and requests
for extension of a due date for an assignment. 3. 3. 3.Meta-pragmatic
pre-instruction was implemented for each of the two treatment groups for a
total of approximately six hours over a four-week course.
4. Both meta-pragmatic feedback class and direct feedback
class received the same instruction but different CF treatments while the
control group did not receive any equivalent intervention but followed the
normal schedule where they received metapragmatic instruction in requests in
the everyday and work related contexts but did not receive feedback on their
classroom performance.
Finding: 1. Students
in both of the treatment groups significantly increased their
discourse completion task (DCT) scores after the treatment
sessions and that the increase was retained when measured again four weeks
later.
2. The control group, who received instruction of
request forms in other social scenarios but did not receive feedback on their
pragmatic performance, showed no gains in their post-test scores.
3. Both of the treatment groups were significantly
better than the control group regarding their post-test results, however, there
was no difference between the two treatment groups in this respect.
Discussion: Despite an
overall improvement over time as a whole group, the learners did not
necessarily make similar gains at the individual level. In fact, the individual
gains in both groups varied greatly. However, learners who had little prior
knowledge of the target features seemed to benefit more from the treatments
than those who had already had some knowledge. At the same time, the treatments
worked effectively even for learners with lower pragmatic competence. While
enhancing learners’ pragmatic awareness is the primary goal, meta-pragmatic
feedback may be another choice. On the other hand, direct feedback may be a
helpful choice to address learners’ need for improvement primarily in pragmatic
production.
Title: Understanding
Style, Language and Etiquette in E-Mail Communication in Higher Education: A
Survey
Year: 2014
Author: Jenny
Lewin-Jones and Victoria Mason
Journal of Publication:
Communication quarterly
Statement of Problem:
The explosive growth of Internet and E-mail use has provided exceptional
opportunities for humans in their communication and thus their relationships in
new ways. This study reports on a content analysis of interrogative strategies
used in E-mail messages exchanged over six months between intergenerational
sets of senior citizens and youngsters.
Research Questions:
1.Does the length of time (lapse) that separates each
message effect responsiveness to questions asked in earlier
messages?
2. Does the length of time (lapse) that separates each
message effect or change the types
of questions asked by e-pals?
3. As e-pal messages are exchanged over time, how do the
number and type of questions asked between e-pals change?
Significance of the study: The paper examines a specific component of natural relationship
message exchanges between e-mail pen pals (e-pals) as they occurred over a five
to six month period. The key feature of this investigation is the nature and
use of questions or requests for information between e-pals.
Methodology:
·
Type
of Research: Qualitative Research
·
Sampling:
Adult senior citizens and school-aged youth throughout various geographic
locations and settings in the United States were recruited to participate in an
interdisciplinary study on intergenerational communication situated in a
computer mediated environment.
Procedure: 1. A total of 2,526 messages were
generated by the e-pals, although
each set of e-pals produced a variable number of messages
over the duration of the project.
3. The minimum number of messages exchanged was 5, the
maximum number of messages was 66, with a mean of 23.03,
and a standard deviation of 13.07 for the entire sample.
4. Immediate responsiveness to a question or request was
assigned
when one e-pal responded to the question or request in the
first message sent by that e-pal after the question was proffered. Delayed
responsiveness to a question or request was assigned when an e-pal eventually
responded to a question or request, but this response was not in the first
message sent by that e-pal after the question or request was initially asked.
5. Training covered the importance of the unit of
analysis for coding,
normative use of politeness in questions, question
categories, and responsiveness to questions.
Finding: 1. Analysis of Politeness
A
least-significant difference multiple comparisons test indicated that there
were significant differences between stages. Levels of polite questions are
highest in stage one and then taper downward slightly as the relationship
matures in later stages.
2. Analysis of
Questions
Highest
number of questions were asked during stage one, followed by a gradual decline
in the number of questions asked by e-pals over each of the subsequent stages.
Discussion: Immediate responsiveness was not affected by the passage of
time, but delayed responsiveness was. The shorter the time lapse between
subsequent messages, the more likely an e-pal would eventually receive a
response. Because e-mail is an asynchronous medium, participants may use it in
a variety of ways that reveal more about their individual traits and behaviors
than is commonly revealed public communication. The need to know a partner's
inner self seems to play a stronger role in e-mail communication than might be
expected.
3. Methodology
The source of data collected and analyzed for this study is
a 1295 words corpus extracted from e-mail conversations between a student and a
lecturer of IIUM on the matters related to going on an exchange program to
Sookmyung Women’s University. Three participants who interact using the medium
of e-mail were selected as the sample of the study. However, the names of those
participants are changed as to remain confidential. The three participants are
native speakers of Bahasa Melayu and English is their second language. The
conversation is fully in English and mainly formal as the social gap between
two students and the lecturer is relatively big. In a higher education setting
students are mainly expected to, and are polite and formal to his or her
lecturer. The most appropriate medium for the communication is via e-mail. The
topic of the conversation is rather on-going so the data collected is dated
back from the 1st of January 2015 to November 2nd 2016.
The contents of the conversation can be categorized into three stages; before,
during and after going on the exchange program.
This linguistic analysis study is qualitative research
designs. The researchers collect and analyze the data from the corpus. Next,
the frequency of hedges and implicatures are compared to investigate to what
extent do the participants adhere to etiquette and netiquette in the e-mail
conversation.
4.
Findings
|
No.
|
Word / Phrases
|
Hedges
|
Implicatures
|
|
1
|
Would
|
√
|
|
|
2
|
when you are free
|
√
|
|
|
3
|
will be
|
√
|
|
|
4
|
as well
|
|
√
|
|
5
|
But
|
|
√
|
|
6
|
you might want
|
√
|
|
|
7
|
may include
|
√
|
|
|
8
|
as well
|
|
√
|
|
9
|
Looking forward
|
|
√
|
|
10
|
Would
|
√
|
|
|
11
|
one of the
|
|
√
|
|
12
|
possible if
|
√
|
|
|
13
|
or would you
|
√
|
|
|
14
|
Can
|
√
|
|
|
No.
|
Word
/ Phrases
|
Hedges
|
Implicatures
|
|
15
|
If you have any
|
√
|
|
|
16
|
Would
|
√
|
|
|
17
|
if possible
|
√
|
|
|
18
|
Would
|
√
|
|
|
19
|
a few things
|
|
√
|
|
20
|
Would
|
√
|
|
|
21
|
if you are free
|
√
|
|
|
22
|
anytime today
|
|
√
|
|
23
|
may be
|
√
|
|
|
24
|
Around
|
|
√
|
|
25
|
it's best if
|
√
|
|
|
26
|
few subjects
|
|
√
|
|
27
|
Would
|
√
|
|
|
28
|
to avoid any problems afterwards
|
|
√
|
|
No.
|
Word
/ Phrases
|
Hedges
|
Implicatures
|
|
29
|
would be
|
√
|
|
|
30
|
a lot of
|
|
√
|
|
31
|
But
|
|
√
|
|
32
|
However
|
|
√
|
|
33
|
Thinking
|
√
|
|
|
34
|
If
|
|
√
|
|
35
|
are any
|
√
|
|
|
36
|
Kindly
|
√
|
|
|
37
|
if there
|
√
|
|
|
38
|
rather late
|
√
|
|
|
39
|
But
|
|
√
|
|
40
|
seems to be
|
√
|
|
|
41
|
up to
|
|
√
|
|
42
|
Only
|
|
√
|
|
No.
|
Word
/ Phrases
|
Hedges
|
Implicatures
|
|
43
|
seems to be
|
√
|
|
|
44
|
If
|
√
|
|
|
45
|
But
|
|
√
|
|
46
|
But
|
|
√
|
|
47
|
If
|
√
|
|
|
48
|
Quite
|
|
√
|
|
49
|
Though
|
|
√
|
|
50
|
I think
|
√
|
|
|
51
|
Even
|
|
√
|
|
52
|
I think
|
√
|
|
|
53
|
If
|
|
√
|
|
54
|
that much
|
√
|
|
|
55
|
Would
|
√
|
|
|
56
|
will be leaving
|
|
√
|
|
No.
|
Word
/ Phrases
|
Hedges
|
Implicatures
|
|
57
|
Everything
|
|
√
|
|
58
|
more than
|
|
√
|
|
59
|
any other matters
|
|
√
|
|
60
|
can be
|
√
|
|
|
61
|
If there are anything
|
√
|
|
|
62
|
I'm not sure
|
√
|
|
|
63
|
should be
|
√
|
|
|
64
|
I'm just worried
|
|
√
|
|
65
|
Might
|
√
|
|
|
66
|
may not be
|
√
|
|
|
67
|
so
|
|
√
|
|
68
|
However
|
|
√
|
|
69
|
Appears
|
√
|
|
|
70
|
so that
|
|
√
|
|
No.
|
Word
/ Phrases
|
Hedges
|
Implicatures
|
|
71
|
Supposed
|
√
|
|
|
72
|
But
|
|
√
|
|
73
|
If you could
|
√
|
|
|
74
|
preferably
|
√
|
|
|
75
|
can be
|
√
|
|
|
76
|
But
|
|
√
|
|
|
Total
|
43
|
33
|
|
|
Total
Percentage
|
57%
|
43%
|
Based on the corpus, the total number of
hedges found in the e-mail conversation is 43 while the number of implicatures
being 33. The percentage of hedges in the e-mail conversation is obviously
higher than the implicatures that can be found. As hedges and implicatures are
not necessarily one independent word and could be more than one phrase, the
percentage of the hedges and implicatures are calculated by the frequency of
them, totaled up with the number of hedges and implicatures altogether. The
percentage of the hedges and implicatures are illustrated in the pie chart and
table below.
According
to the analysis conducted, the numbers of hedges exceed the total of
implicatures whereby hedges found in the e-mail of participants are 57 out of
100 while the totality of implicatures are 14% less than hedges. This proves
that the participants implement the concept of politeness while being
cooperative. Besides, there are some hedges applied by both sender and recipients
such are would, possible if, if you have any, kindly, seems to be, we are
thinking and I’m not sure by
which, those hedges found in the conversation conducted show that contributors
are trying to steer clear of bragging as well as instilling a softer
communication. Thus, this
is probable to, the students are implying formality throughout their
conversation towards addressee. Apart from that, the usage of hedges tends to
display a higher value than implicatures owing to the participants are
expressing uncertainty when communicating. Also, they might wish to avoid from
flouting of maxims such as the maxims of quality, quantity, manner and
relation.
Concurrently,
both students and lecturer use implicatures in their discussion as to display
the effectiveness of cooperation although they might not fully abide the
principle of cooperative, as yet, the participants are still aware of the
truthfulness, relational, quantity as well as manner in conversation. Some of
the implicatures used by participants are, but,
as well, looking forward, a few things and anytime today through which both sender and recipient are trying to convey other hidden
meanings instead of the literal meaning that appear on the surface only.
Therefore, in general, contributors tend to adhere with etiquette as well as
netiquette as they are applying politeness when communicating whereby, at the
same time they are uphold to the principle of cooperation.
Discussion
The growth of technology in the era of
globalization has made almost everything accessible at the tips of our fingers.
The emergence of internet and its explosive progress and usage especially in
Computer-Mediated Communication (CMC) to has allowed members of the online
community to communicate in new ways. Through the medium, communications are
made just like of that done in the real world. In forming social and personal
relationships with others, speakers naturally adapt to the conversational
setting that they are engaged in to accomplish the communicative goals. E-mail
is one of the CMC options that are selected in this study as it is recognized
as one of the most popular and generally used in formal online communications
and specifically in this paper; the e-mails of students with their lecturer. In
academic settings, e-mail requests from students to lecturers are increasingly
common.
Based on the data that are collected and
analysed, the frequency of hedges found are more than implicatures in the
students-lecturer e-mails. This indicates that while being formal, the high
frequency of hedges used show that the conversations basically adhere to the
etiquette and netiquette in e-mail communication effectively. Though most
researches show that students’ are unfamiliar with e-mail etiquettes in their
second language (English), at least in the corpus analysed, the speakers adhere
to the netiquette of communicating through e-mails through the relatively high
number of hedges used. In other words, in the conversation, the students
maintain their adabs in conversing
with their lecturer and in return, their lecturer responds in a similar manner.
Between hedges and implicatures, the
level of cooperativeness between speakers by using hedges is clearly lower than
that by using implicatures. However, hedges still increase the level of
cooperativeness to help speakers avoid from flouting the Grice’s maxims of
cooperative principles by stating their uncertainties through the use of
certain words or phrases.
Thus, it is shown that in certain social
contexts between members of varying social categories have their own senses of
adhering to their socialized worldview. What most likely influenced the
participants in the e-mails is their minds’ interpretive process in making
sense of events that they experience based on some similar ones that they have
experienced before. For instance, out of respect and to observe their adabs towards individuals who educate
them, students have a sense of respect to their lecturers and adapt that into
politeness in their communication with them while being cooperative. As the
participants are those of the IIUM community, they seem to observe a certain
degree of adab in communicating, like
how the students are with their lecturer.
It is important in Islam that teachers
or educators are respected as their degree is high in the eyes of Allah and
Allah has mentioned in the Quran on the importance of knowledge as the First
Revelation, Surah Al-Alaq from the Holy Quran Al-Karim bestowed upon Prophet
Muhammad S.A.W was to read. Besides being polite, the maxims of cooperative
principles by Grice is to ensure that speakers cooperate in communications and
not give out false information as it is considered as lying which is also
prohibited in Islam. In case of any uncertainties, hedges are to be used.
Conclusion
The development of technology has
brought in the emergence of CMC (Computer-Mediated Communication) and it has
been regarded as one counterpart of CALL (Computer-Assisted Language Learning).
In this paper, the corpus of students to lecturer e-mails was selected to
investigate the level of etiquette and netiquette of online communication that
the participants adhere to while still observing the cooperative principles by
looking at the hedges and implicatures. Although the modern world has made some
communications that are done online somewhat informal; looking at how
short-form languages are created and influenced non-academic and sometimes
academic writing, the e-mail medium remains as the least affected one.
As mentioned, e-mail is the most
popular medium of formal online communication unlike other CMC mediums like WhatsApp,
WeChat, Facebook, Twitter and Instagram. Besides being formal, it is also
important to observe the etiquette and netiquette in e-mail communications.
Moreover when the communication is between participants of different social
categories like students and lecturer, the elements of etiquette and netiquette
or better known as adab from the Islamic perspective need to be
observed. Last but not least, the conversation also needs to be cooperative so
that the meaning intended to the addressee is communicated.
7. Appendices
Summary of analysis
|
Linguistic element
|
Frequency
|
|
Hedges
|
43
|
|
Implicatures
|
33
|
|
Total
|
76
|
Description of framework
analysis
This research is essentially necessitates the
concept of cooperative principle by which cooperative principle refers to the
effectiveness of a communication in a social circumstances. By way of
explanation, cooperative principle concerns about, to what degree do giver and
receiver react cooperatively as well as mutually undertake each other in order
to be understood.
On the other hand, commonly people tend to use
hedges and implicatures when communicating with others including between
participants of emails. Hedges are known to be one of the ways to soften the
impact of utterances attributable to constraint the communication between
speaker and addressee. Besides that, it basically marks uncertainty in language
to avoid speakers from flouting any of the Grice’s maxims of cooperative
principles. Hence, hedges are considered as a mitigating words used to make a
conversation appeared to be less severe. In the meantime, implicatures can be
related to the process of providing additional meanings in informal language.
In other words, implicatures are the act of implying meaning which considered
being beyond the uttered words apart from indicating the cooperation between
speakers.
Meanwhile, the term etiquette can be defined as
polite conducts or behaviours performed by an individual towards others, for
instance the act of respecting people who are older than oneself as well as the
act of being nice in regard to everyone. Ultimately, the word netiquette refers
to the right or proper way of communicating through internet, for example,
using the platform of internet application as to communicate in the absence of
abuse such as using it for the purpose of cyber bullying or spreading fake
news. Therefore, those are basically the denotations of terms used in this
paper.
Raw data
E-mail between two students and a lecturer:
|
Hedges
Implicatures
#1 E-mail
|
Nov 2 (6 days
ago)
 |
|
|||||
|
|||||||
Dear Amira and Fatni,
I would like
to invite you, when you
are free, to come and talk to my students in Novel and Short Stories
class
about your experience studying in South Korea. We at the department want
to encourage more Benl students
to go for this programme, so your input will be very useful, as well as your influence.
These are my class times with the second-year students:
Monday & Wednesday: 11.30am - 12.50pm (on 14
November Zikri and Aimi will come, but you are welcome
to join us), HS LR 26
Tuesday & Thursday: 2pm - 3.20pm, HS LR 7
These are some suggested topics you might want to address:
· How to apply for a semester abroad
· Advantages of studying abroad
· Preparing for a semester abroad
You may include
other, related topics as well.
Looking forward
to hear from you.
Regards,
Dr. Aini
#2 E-mail
|
|
|
|
||||||
|
|||||||||
Waalaikumsalam Dr.,
Thank you for inviting us. Inshaallah me and Fatni
would be happy to
share our experiences with other students
from your class. We can attend one
of the classes. Is it possible
if we join Zikri and Aimi during the same class or would you prefer ours at a different
class?
Thank you
and Wasalam.
Regards,
Amira and Fatni
Amira and Fatni
#3 E-mail
|
Nov 3 (5 days ago)
|
|
||
|
||||
Sure, you two can
join Zikri and Aimi on that day. If you have any slides, photos or videos to show, bring them
along.
Thanks again.
Regards,
Dr. Aini
#5 E-mail
|
11/12/15
|
|
||
|
||||
Waalaikumsalam,
I may be
meeting another student around
the same time, so it's
best if you come at 4.30pm.
Dr. Aini
|
11/12/15
|
|
||
|
||||
Sure.
Inshaallah we will be there
#7 E-mail
|
3/4/15 |
|
||
|
||||
Assalamualaikum,
I'm Amira Bt. Adli who is
currently under an exchange program of Sookmyung Women's University, Korea
with Fatni. Me and Fatni have
registered a few subjects
for this semester. The attached are the subjects that
we are taking and we would like to inform the
Department regarding this to
avoid any problems afterwards.
Our last day of dropping the
subjects would be
on this Friday, 6th of March 2015.
Initially, there are a lot of subjects that they
are offering but
recently the department have made some
changes again and below are the
subjects that Fatni and I are interested in studying.
However, we are thinking
of dropping 'History of American Literature' and 'English Stories and Creative
Literacy' if they are not relevant to our Kulliyyah's subjects;
American Literature 2 and Literary Criticism
respectively. The syllabus for both of the
subjects are also attached below. Please have a look and if there are
any problems or suggestions, kindly contact us via email:
Thank you and Wasalam.
Regards
Regards
Amira Bt Adli
|
#8 E-mail
|
3/8/15
|
|
||
|
||||
Salam,
Apologies for this rather
late reply; I had read your email earlier but due to a busy week (organising a career
talk for BENL students last Thursday) haven't been able to get back to
you on time.
History of American Literature seems to be a combination of American Literature 1
and 2, up to the first
half of
the 20th century. Only
John Steinbeck seems to be
a 20th-century author. Therefore it's not the equivalent of
American Literature 2. If you plan to do a credit transfer with American Literature 1,
that's fine. But you
have
taken AmLit 1, right?
The second course is definitely different from Literary Criticism; it's
a combination of literature and language
teaching. DELL doesn't have a course equivalent to it, but there's no harm if you proceed with it
because it'll
give you extra knowledge.
Best wishes,
Dr Aini
|
3/8/15
|
|
||
|
||||
Salam. It's
okay, we understand your situation. Rather, we apologize for quite the short notice.
Fortunately we
dropped the
Amlit course. As for children's literature and creative literacy, we find these
courses very
Interesting
therefore we have decided to study them though they are not transferable. I think it is okay even if
we only
have one subject to transfer which is the Korean language since I think that I already am
learning
something
really valuable here and it is making me and Fatni proud IIUM students. Plus we
don't mind
graduating
a semester late that much.
Thank you
and wasalam.
Regards,
Amira Adli
Amira Adli
#10 E-mail
|
2/24/15
|
|
||
|
||||
Assalamualaikum
Dr.,
I am Amira
Adli who will be going for the exchange program in Korea. I just would like to inform you
that me
and Fatni will be leaving for Korea
tonight.
Thank you
for your help with matters regarding the academics and everything. Apparently, the English
subjects
whose credits are transferrable to our university that they are offering are more than what we
consulted
with you. We did not know of this since they only released the schedule this
week.
If there are anything regarding the academics or any other matters, I can be contacted via
Thank you
and wasalam
Regards,
Amira Adli
Regards,
Amira Adli
#11 E-mail
|
2/25/15
|
|
||
|
||||
Waalaikumsalam,
All the best and I hope you'll have a great experience in Seoul.
By the way, Fatni’s name is registered in my Women in Asian Literature
class. I'm not sure
what she should
do in this case, but the Office of the Deputy Dean (Academic Affairs) should be notified of the
fact that she is
on an exchange programme. I'm just worried that she might be barred by other lecturers who may not be
aware that she will not be around this semester.
Do keep a journal of your experience in Korea so you can share it with the other students
when you return.
Best wishes,
Dr. Aini
#12 E-mail
|
2/25/15
|
|
||
|
||||
Thank you. Regarding Fatni's case, she has been notified by ICEO during
the briefing that they will take care
of the matter with the Office of DDAA. However, it appears that they have not done so. I will let her
know so
that the office of ICEO will look into
this matter as soon as possible.
Thank you and Wasalam
Regards,
Amira Adli
#13 E-mail
|
Amira Adli <amira.adli@gmail.com>
|
1/8/15
|
to snuraini
|
Assalamualaikum Dr., I am Amira Adli, 3rd year 1st semester BENL
student. I did meet you regarding the
student exchange program to Korea with Fatni. Yesterday, Dr. Maimunah
wrote a recommendation letter as
the dean of the kuliyyah requested for it. We are supposed to collect the
letter today to present it to the dean
but Dr. Maimunah
is off today so she texted me saying that she emailed you the letter and
requested for your
signature. If you
could kindly sign the document preferably today and inform me so that I will come
and collect
it at your office. Thank you and sorry for the late notice.
Assalamualaikum.
For any inquiries, I can
be contacted via email or phone: 01119441787
#14 E-mail
|
1/9/15
|
|
||
|
||||
Wsalam. The
letter is now ready and you can pick it up from Dr Maimunah at 3pm as promised.
Dr. Aini
#15 E-mail
|
1/9/15
|
|
||
|
||||
Thank you
References
Conrad, D. (2010, July 1).
Inhibition, Integrity and Etiquette Among Online Learners: The Art of Niceness.
Distance Education, 3-18.
Nguyen, T. M., Ha Do, T. T., Nguyen, A. T., &
Pham, T. T. (2015, April 17). Teaching Email Requests in the Academic Context:
A Focus on the Role of Corrective Feedback. Language Awareness, 3-29.
Pratt, L., Wiseman, R. L., Cody, M. J., &
Wendt, P. F. (2009). Interrogative Strategies and Information Exchange in
Computer-Mediated Communication. Communication Quarter, 46-66.
Yule, G. (1996). Pragmatics. (H. G.
Widdowson, Ed.) New York: Oxford University Press.
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