Abstract
The recent development of Information and Communication Technology (ICT) allows online platforms including Moodle to be applied in education. This paper, having looking through research on compliment responses from different perspectives, intends to conduct an empirical research to explore patterns and functions of teacher-student compliment response in ICT platforms of an English course in a Chinese Research University. The findings of this study suggest that in ICT platform setting, Chinese EFL students tend to choose agreement strategy when responding to teachers’ compliments, and that teachers tend to use compliments as approval of students’ work. The research also indicates that ICT platforms might help facilitate meaningful teacher-student interaction after class, thus making language education more motivating and engaging.
Highlights
The recent advance in information and communication technology (ICT) helps to facilitate teacher-student interaction research, as instructor-learner interaction nowadays can happen in and out of classrooms, in both written and oral forms
The purpose of this study is to explore patterns and functions of compliment response (CR) in teacher-student interactions in an intercultural academic setting
For the purpose of this study, one open English course on the online educational platform Moodle, as well as the course group formed in Chinese ICT platforms including QQ and We-chat, were chosen as the main sources for extracting compliment and compliment response tokens. 8 native speaker teachers (2 based in Britain, 6 based in China), 23 non-native speaker teachers(all based in China) and 540 students are enrolled on Moodle in this course, and interactions between teacher to teacher, teacher to student happen on a daily basis on Moodle or relevant platforms
Summary
The recent advance in information and communication technology (ICT) helps to facilitate teacher-student interaction research, as instructor-learner interaction nowadays can happen in and out of classrooms, in both written and oral forms. The purpose of this study is to explore patterns and functions of compliment response (CR) in teacher-student interactions in an intercultural academic setting. Guided by Brown and Levinson’s [1] politeness theory, the study tries to identify CR acts of Chinese English as Foreign Language (EFL) students with teachers in educational platforms. It is hoped that the findings of this research can make both theoretical and practical contributions, as it tries to offer second language teachers and researchers the opportunity to better understand EFL learners’ intercultural needs theoretically, and provides empirical instructor-student compliment response samples in ICT platforms
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