POLITENESS STRATEGIES IN TEACHERS’ FEEDBACK:

A DISCOURSE ANALYSIS

An Undergraduate Thesis
Presented to the Faculty of the College of Teachers Education
University of Mindanao
Davao City

_____________________

In Partial Fulfillment
of the Requirements in Language Education Research 2
(ELT 412 – 4166)

_____________________

Nazareno, Zyra Mae D.

Tigbawan, Denver C.
Villanueva, Rica Mae D.

December 2021
 ii

ABSTRACT

This study aimed to describe the linguistic make-up of the utterances taken from

the 100 feedback done by the teachers in the LMS (Learning Management

System). Through discourse analysis, not only that the politeness linguistic

structures and their associated politeness maxims were unraveled but also the

associated politeness strategies of the maxims. The former involved the following:

politeness marker involved sympathy and tact maxim; playdown involved tact and

agreement maxim; and playdown, and committers involved tact maxim; on the

other hand, sympathy, approbation, and tact maxim involved positive politeness

strategy. In addition, tact maxim also involved bald on-record and off-record

strategy. This study revealed the importance of considering the linguistic structure

engaged in the teachers' feedback as these politeness strategies contribute to

meaningful communication. In addition, it is essential to highlight that the

feedback being delivered by the teacher in online learning varies on how students

interpret the message of the feedback. The structure of the teachers' feedback

concerning politeness linguistic structures, together with its associating politeness

maxims and existing politeness strategies, does not solely contribute to the intent

of the feedback but rather to how the students understood it since these existing

factors and as well as the outside factors concerning the use of the language varies

from culture to culture. One culture may accept the message as polite, but the

other take it as offensive.

Keywords: discourse analysis, linguistic structure, maxims, feedback, online

learning, politeness, Philippines

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FINAL APPROVAL AND ENDORSEMENT SHEET

This undergraduate research study entitled “POLITENESS STRATEGY IN
TEACHERS FEEDBACK: A DISCOURSE ANALYSIS”, prepared and submitted
by Tigbawan, Denver D., Villanueva, Rica Mae D., and Nazareno, Zyra Mae D. in
partial fulfillment of the requirements in Language Education Research 2 subject, has
been examined and approved, and is hereby endorsed.

CHRISTIAN JAY O. SYTING, PhD

Adviser

PANEL MEMBERS

(SGD)ELLEINE ROSE A. OLIVA, EdD PHYLL JHAN E. GILDORE, PhD

Chairperson Panel Member

ACCEPTED in partial fulfillment of the requirements in Language Education

Research

(SGD) JOCELYN B. BACASMOT, PhD

Dean, College of Teacher Education

ACKNOWLEDGEMENT
 iv

The researchers would like to express their appreciation and thanks tothese

significant individuals who contributed to the study's success:

Christian Jay O. Syting, our research adviser, for his priceless input and advice

that led to the progress and completion of this paper;

The panel members, Dr. Elleine Rose A.Oliva, and Prof. PhyllJhan E. Gildore,

for their insightful feedback and constructive criticisms, which improved the quality

of this study;

We also want to express our appreciation and gratitude for the participation

and responsiveness of the college students who responded to our need for data for this

research;

Our family and friends for their support and motivation throughout our research

endeavor;

And above all, to the Lord Almighty, the source of knowledge and wisdom,

we thank Him for all the blessings He showered upon us for the success of this study,

most especially the grace of peace and healthy mind and body.

TABLE OF CONTENTS
 v

Title Page i
Abstract ii
Endorsement Sheet for thesis outline defense iii
Acknowledgement iv
Table of Contents v
List of Tables vii

CHAPTER Page
1 INTRODUCTION 1
Rationale 1
Purpose of the Study 2
Research Questions 2
Theoretical Lens 3
Significance of the Study 6
Definition of Terms 7
Delimitations and Limitation 7
Organization of the study 8
2 REVIEW OF RELATED LITERATURE 10
Politeness 9
Politeness Linguistic Structure 13
Politeness Maxim 16
3 METHODOLOGY 25
Research Design 25
Role of the Researcher 26
Research Materials and Participants 27
Data Collection 27
Data Analysis 28
Trustworthiness of the Study 28
Ethical Considerations 30

4 RESULTS 33
 vi

Politeness Linguistic Structures

in Initiating and Terminating Conversation 33
Politeness Maxims
in Initiating and Terminating Conversation 51
Politeness Maxims
in Initiating and Terminating Conversation 51
5 DISCUSSION 66
Politeness Linguistic Structure 67
Politeness Maxims 75
Implications for Practice 82
Implications for further Research 83
Concluding Remarks 83
Recommendation 84
REFERENCES 87
CURRICULUM VITAE 91
APPENDICES 94
A Letter to Adviser 95
B Letter to Panel Members 96
C Thesis/Capstone Title Proposal Format 98
D Endorsement Sheet for Thesis Outline Defense 99
E Endorsement Sheet for Thesis FInal Defense 100
F Turnitin Originality Report 101
G Grammarly Report 102
H CTE Research Routing Form 103
I Proceedings of Thesis Final Defense 105
J CTE Research Clearance Form 107
K Consent Form for Undergraduate Thesis Utilization 108
L Senior Research Fee 111
M Research Title Evaluation Sheet 112
N Thesis Outline Defense Evaluation Form 114
O Thesis Final Defense Evaluation Form 118
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LIST OF TABLES
Table Page
1 Politeness Linguistic Structure
in Teachers’ Feedback 34
2 Politeness Maxims
in Teachers Feedback 52
3 Politeness Strategies
in Teachers’ Feedback 53
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CHAPTER 1

INTRODUCTION

Rationale
Many academic institutions have shifted from the traditional pedagogical

approach to the online teaching. Several forms of communication are done by the

teachers online. One of them is giving feedback, which is present in almost all the

evaluation undertakings of the teaching and learning process. However, it is observed

that the teachers seem to have been struggling to find a good way of delivering

feedback. Some of the struggles they encountered are; how their ways of

communicating to the students through feedback delivery affect classroom interaction

and seeking the most efficient strategy to deliver their feedback best. As supported in

Hamid and Romly (2020) study, students prefer explicit feedback rather than implicit

feedback. It simply suggests that more detailed and direct feedback is more effective

than any other form of structuring feedback. In addition, an explicit feedback can only

be achieved through choosing a specific strategy to incorporate in feedback delivery

that can be influenced by how teachers communicate with the students. Without a

doubt, such problems in the classroom may lead to a phenomenon affecting classroom

interaction.

Using communication in a classroom is probably one of the most significant

steps in developing interaction between the teacher and students. As stated by Hanum

(2017), since the delivery of instruction requires a communicative approach, it would

be more efficient if teachers and students practiced effective communication as a part

of their interaction. Through that, the gap between teachers and students will be filled,

thus enabling the instruction to reach its target. Communicating with the students

starts with using a significant tone of voice, as well as the mood of the phrase or
 2

sentence up to choosing the best words, trying not to offend the students or make

them think that the teacher is someone they can interact with without a feeling of any

discomfort. That is why being careful and wary of what to say is a must-have habit for

teachers. With the online mode of learning, they should be most wary of the structure

of their phrases and sentences.

According to Febriansyah and Anam (2020), the teachers' way of

communicating with the students has the most significant influence on classroom

interaction. Various expressions and utterances of the teacher result in a different

reaction from the students, which generally happens in a classroom. This has caused

teachers to find the most suitable and effective method of communicating with the

students. The very reason it leads teachers to find an effective strategy of

communicating is that one of their ways of assessing and evaluating students'

academic performance is through feedback (Fergurson, 2011) which involves

communicating to the students with both written and oral feedback.

Febriansyah and Anam (2020) mentioned in their study how teachers' are

becoming more careful in communicating with the student. In that event, it even leads

them to a path of seeking the best, suitable strategy they can incorporate in their way

of communicating to the students, especially in their feedback delivery. One of the

most efficient methods to incorporate the teachers' feedback is the Politeness Strategy

by Brown and Levinson (1978). Zhang (2009) claimed that classroom interaction

should be practical and polite. It is general knowledge that teachers' duties include

providing critical feedback that should not threaten students' positive and negative

faces.
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Feedback is personalized information based on direct observation of the

teachers towards the learners. Moreover, receiving the information in the feedback

could be used to achieve their best potential in the learning process. However, we

cannot deny that there are feedback misconceptions when it is delivered. In addition,

there are mismatches between the perceived quantity of feedback and adverse

feedback, wherein students often receive insufficient feedback whereas educators give

feedback frequently (Jug, R. et al.,2019).

In the current learning setup, providing feedback to the students is offered

digitally, considering the means of communication we have right now. This study will

provide a variety of politeness strategies teachers could utilize in providing feedback

to the students. Feedback is used to determine a learner's level of understanding and

skill development to achieve the learning goals (Greenstein, 2010) successfully.

Students who receive effective feedback can achieve improving learning outcomes

and are intrinsically involved in the task, not just thinking of complying with the task.

With the necessary politeness strategies a teacher can use in giving feedback, this will

move a great understanding and success of the learners to be fully equipped with the

learning skill or objective (Hattie, 2007).

In terms of incorporating strategies for feedback delivery, teachers

acknowledge specific strategies varying in teaching methods, and the most influential

one is language theories such as the politeness strategies by Brown and Levinson

(1978). One of the significant reasons is how the politeness strategy identifies

different language structures which can be utilized in delivering feedback. Strategies

such as positive and negative politeness give various approaches to the linguistic

structure of the feedback and how it intends to be understood by the students. On the
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other hand, even with the politeness strategy, students still impose different reactions

to the teachers' feedback in the classroom. (Fenriansyah and Anam 2020)

Even though there are many studies about politeness strategies, we have not

encountered studies concerned with politeness strategies in giving feedback in online

learning or any form of blended education, especially in this pandemic (Covid-19).

Furthermore, most studies concerning politeness strategies in giving feedback are

more on face-to-face class situations. According to Widiadnya et al. (2018), there are

different implications of the politeness strategies employed by both teacher and

learners as politeness creates an efficient teaching and learning process and respected

communication between teachers and learners. At the same time, the cooperation and

interaction of the learners and teachers were found to improve, developing motivation

for the learners and meaningful teaching throughout the learning process. In addition,

teacher language is crucial not only for monitoring the students and classroom

management; thus, it includes teachers' language in giving feedback on the students'

academic performance in developing student characteristics and language acquisition

(Fortinasari & Asmara, 2019). More so, the cited studies concern with politeness

strategies in giving feedback. However, the cited studies and researchers' study

creates a gap where researchers explore more politeness strategies in giving students

feedback in blended learning or in an online learning setting in the new normal. Thus,

this study can be used as a future reference for the teachers and administrators in

analyzing politeness strategies in giving feedback.

Purpose of the Study

This study aims to unravel the possible politeness strategies teachers use in

giving feedback to students in an online class setting. More specifically, this study
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will elicit the politeness linguistic structure contained by the teachers' feedback and

the illocutionary forces associated with politeness maxims.

Research Questions

1. What is the politeness linguistic structure present in the feedback?

2. What are the politeness maxims present in the teachers’ feedback based on the
politeness linguistic structure found?

3. What politeness strategies are present in the teachers' feedback based on the
maxims found?

Significance of the Study

This study made the following significant inputs to awareness and education

with the sudden transition of the education system due to the challenges in learning

brought by the pandemic globally. More so, this research is an attempt to enhance the

politeness strategies of teachers in giving feedback on the output of the students

during asynchronous and online learning settings. Thus, the results benefit the

improvement of the currently implemented New Normal education setting in the

country. With this, the data collected are credible as a reference to the education

sector through the analysis presented in this study.

In addition, this study is believed beneficial to the studies concerning

pragmatic analysis on politeness strategies of the teachers in giving feedback online.

The present literature focuses more on politeness strategy in giving feedback in a

traditional classroom class. Still, no literature focuses on giving feedback using

politeness strategies integrated with an online setting. Furthermore, there are no local

investigations concerning the same inquiry that have been reported that will help

reinforce the current data.

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This study could be used by future researchers who wish to study the same

linguistic phenomenon with a different approach. It can serve as their foundation in

determining other factors contributing to classroom interaction. There are other ways

teachers and students communicate not just through feedback; they can study those

variables by still using the politeness strategy as their theoretical framework in

conducting their study. They can also conduct the study in a different setup to

compare with the existing studies.

Lastly, the study is deemed beneficial to students and teachers as the direct

beneficiaries of the study. The data gathered in this study would allow the students to

determine the teacher’s politeness in delivering feedback online. The result would

also allow the educators to improve the means of providing positive and negative

feedback to the students during the online instructional learning process. Hence,

educators may be able to create new strategies that would meet the learner's needs

while also acknowledging the current situation.

Theoretical Lens

This study is anchored on Brown and Levinson's 'politeness' initially published

in 1978. Although widely recognized in the literature, it is a theory that has generated

quite a degree of controversy. With this definition of 'face,'' politeness' is dual:

'positive politeness.'"Positive politeness" is conveyed in two ways: 1) by stating

parallels between people involved; or 2) by voicing an understanding of the self-

image of the interlocutor. The word "negative politeness" can also be conveyed in two

ways: 1) saving a "positive" ("negative") face to face (hereafter, FTAs), such as

advice and disapproval; or 2) satisfying a "negative face" by regard for the rights to

not be enforced by the addressee (Bunker, 2014). At this stage, the definition of

Brown and Levinson's politeness theory will allow researchers to effectively identify
 7

and interpret the meaning derived from analyzing the practical means of giving

politeness feedback in online instruction. Since politeness strategies in giving

feedback are subjected to this study, the concept of politeness is applied.

Moreover, understanding the theory's origins and determining the strategies

for applying politeness enable investigators to broaden the scope of the data gathered

while lessening the biases. Furthermore, applying the theory in this study provides a

concrete guide for researchers to successfully determine the practical means of giving

politeness feedback in an online setting.

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CHAPTER 2

METHODOLOGY

This specific chapter thoroughly discussed the designs, methods, data

gathering, perception of data, and presentation of data. It served as a guide for the

researchers to come up with a result for their study. In addition, this chapter has also

discussed how they could come up with these specific methods and data gathering to

accompany their result.

Research Design

The study is a corpus-driven study that has employed discourse analysis.

According to Creswell (2012), qualitative research is a research process where you

will use texts as your data. Instead of using statistical data, you used these words or

texts to unravel the central phenomenon of the study. Using an appropriate text data

analysis with your data can result in a description of individual people or places. Text

data analysis, such as Discourse Analysis, helped researchers understand the

phenomenon of their linguistic analysis study. Discourse Analysis, as defined by

Harris (1954) as cited by Kamalu and Osisanwo (2015), is an analysis method used to

examine related speech or writing designed for continuing descriptive linguistics

beyond the limit of a simple sentence at a specific moment of time. In the meantime,

language scholars have found it challenging to come up with an easier way to define

discourse analysis. Therefore they simply described discourse analysis as the

"analysis of the discourse" to simplify the method.

Discourse analysis analyzes the elements of a text, phrased and sentenced that

contributed to its meaning. In this study, the researchers were able to unravel the

linguistic features of the teacher's feedback by employing discourse analysis and

 9

House and Kasper (1981) and Leech's (1983) politeness maxims. The politeness

linguistic structure and politeness maxims were the basis of this corpus-driven study.

Tognini-Bonelli (2001) defined a corpus-driven approach (CDA) as a methodology

wherein the collected linguistic data, known as the corpus, will then be extracted to

detect linguistic phenomena without any assumptions.

Role of the Researchers

The researchers chose the study due to the curiosity if the students' academic

performance in the new standard setting was also affected by their teachers'

interaction with them. Most of the study was based on how the new educational

system affected one's learning process. The researchers found it interesting to study a

particular aspect of linguistics in teaching since the researchers are majoring in the

teaching profession. The fact that there is a potential discovery for the study that

could benefit others who are also majoring in the teaching profession makes it more

like something to consider. As the researchers saw it, the potential discovery from the

future data can lead to new learning for them in terms of linguistic approach.

We are unlikely to pay attention to those small details in the learning process.

It puzzled the mind of the researchers if there were any possible relations or patterns

that a teacher used in their way of speaking or communicating with the student to

produce an interactive rapport between the teachers' and students' sides. The

researchers have analyzed the screenshots of the teacher's feedback using the

politeness theory framework. In collecting data, the researchers have respected the

confidentiality of their data to avoid unnecessary conflicts. The use of categorizing

has helped the researchers easily break down each feedback's context. In the data

presentation, the researchers documented every process they conducted in data

analysis to prove the validity of the result.

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Research Materials

The study focused on the words, texts, phrases, and sentences found in the

teacher's feedback in the LMS that served as the corpora. The linguistic corpora for

this study are the 100 feedback from the Blackboard LMS. The study used the

Blackboard LMS since most of the interaction takes place on that platform and the

study's authenticity, which focuses on the teachers' feedback in an online class.

The criteria in choosing the 100 feedback are based on purely text feedback

with linguistic structure. Any feedback in the LMS that showed only number scoring

was not viable data. Also, feedback that contained less than two words does not

qualify as data for this study since examining those feedback is meaningless and is

limited to a single interpretation. In summary, only pure text and those with linguistic

structure qualified as data for this study.

Data Collection

In this part, the researcher thoroughly presented how they collected the data

needed for this study. It followed a 3-steps procedure. The researchers respected the

confidentiality of collecting the data through the LMS of the private university where

the study was conducted. This is by Republic Act 10173 or the Data Privacy Act of

2012. All information that the researcher gathered would be confidential.

The first step of data collection begins with the construction of a letter. A

letter of consent has been presented to each targeted individual or, in this case, the

students. The letter consists of the aim and goal of the researchers upon conducting

the study. In addition, the researchers highly respected the students' privacy willing to

help the researchers gather the linguistic data. The second step was the actual

collection of linguistic data. The linguistic data are the 100 feedback that came from
 11

10 different teachers. That would be ten commentary notes or feedback each from 10

different teachers. To collect the linguistic data, the researchers have directly

collected the data through the LMS of the private university. In addition, the students

who agreed to help the researchers to gather the needed linguistic data have sent a

copy of feedback from the teachers, which also came from their respective LMS

accounts. The students have sent a copy of the feedback in every communication

medium. The third and final step is the extraction of linguistic data. The linguistic

data has been placed in a separate folder. The linguistic data was saved in a

documented form and uploaded to the researcher's google drive folder.

Data Analysis

The study gathered the corpus and then separated those corpora with

politeness elements that have been analyzed as discourse analysis. The process of data

analysis in this study has used the framework of Meadow's and Morse's (2001)

The first step was identifying the feedback with politeness linguistic structure

using House and Kasper's taxonomy on politeness. After that, those feedbacks with

politeness linguistic structure would be put in a separate file. The second step is where

the politeness maxims are identified from the feedback with a politeness structure. To

identify its maxims, there are two vital steps to be included: [1] the politeness

structure in each feedback is analyzed to determine their illocutionary forces; and [2]

the illocutionary forces were then analyzed to determine the politeness maxims used.

The analysis was based on the entire message to which the said politeness structure

was extracted.

In conducting the analysis, the researchers made sure to carefully read and

review the feedback to extract the message of the feedback. The politeness messages

within the feedback were perceived based on the structure that was given by the
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teachers and what illocutionary forces were carried out. Furthermore, the feedback is

supplemented with labels for easier access.

Trustworthiness of the study

The trustworthiness of a qualitative study and the transparency of the conduct

of the study answers all the possible questions and efficacy of the research finding,

according to Cope,2014 as cited by (Conelly,2016). Furthermore, the researchers will

cite Lincoln and Guba's (1985) Four Evaluative Criteria that were followed

throughout the whole conduct of this study. The Four Evaluative Criteria are;

credibility, conformability, transferability, and dependability.

Credibility. Lincoln and Guba (1985) defined credibility as the confidence in

the findings 'truth' of the findings. Korstjens & Moser (2018) also mentioned in their

study that there are specific strategies to state the credibility of the research finding

better. These are triangulation, member-check, prolonged engagement, and persistent

observation. However, since the study would only use linguistic data and is

unnecessarily needed to conduct an interview, the only way to prove the credibility of

this study is to collect the linguistic data only from the LMS of the private university

where the study is conducted.

Confirmability. The neutrality of the research findings is only influenced by

the raw data coming from the respondents (Lincoln and Guba, 1985). The findings of

this study were solely based on the raw data, the linguistic data or the teacher's

feedback. The theories and frameworks were only used as the foundation of the study

and have never affected the linguistic data. In addition, the analysis of the linguistic

data is solely based on the data themselves, which means that what is only present in

the linguistic data are the data that will be used in the presentation of the future

results. In the assurance of the conformability of the study, the researchers provided a
 13

copy of how the data were extracted starting from the raw data and the process of

which has resulted in the findings of the researchers in this study.

Transferability. Lincoln and Guba (1985) stated that transferability is the

concept of showcasing how the research or study can apply to others who might be

interested in the study and the application of the study to another context. The

transferability process is for the researchers to provide the so-called "thick

description," A specified description of how the research was conducted, which will

enable other readers or researchers to identify whether the study applies to their

setting (Korstjens & Moser, 2018). Under this criterion, the researchers have provided

a thick description of the methodology and processes of the study. It contains all the

necessary information of the study, which will give readers and other researchers the

grasp of this study for them to use for their future references.

Dependability. Lincoln and Guba (1985) defined dependability as the quality

of the research findings over time, just like its consistency and stability. Dependability

has a strategy called Audit Trail. According to Sim & Sharp (2010), as cited by

Korstjens and Moser (2018), Audit Trail is a transparency state describing the

research steps taken from the beginning up to the development of the study and the

reporting of the results. In this study, the researchers ensured a clear description of the

research conduct and how they could come up with the findings. Furthermore, the

researchers strictly followed the methods and frameworks adopted in this study.

Ethical Considerations. In fulfillment of the requirement required for the

researchers, it was mandatory for them, third-year college students in a private

university, to take part in writing a thesis or research paper. The researchers

conducted the research thoroughly considering the following ethics in conducting the

study.
 14

Informed Consent and Autonomy. The researchers are obliged to send a

letter of consent to the participants containing the research purpose, benefits them as

the participants, and the confidentiality of the conduct of the study. A letter that is

constructed in a detailed manner to avoid misunderstanding between the researchers

and participants to have a mutual understanding of the agreement in participating in

the study.

Voluntary Participation. A piece of evidence in the form of a signature from

the participant in the consent letter is asked to ensure that the participant has

understood the researchers' goal as to why they were conducting the study and asking

them as the participants. Also, the signature will prove that there was no form of force

in participating in the study.

Privacy and Confidentiality. The researchers strictly adhere to the Data

Privacy Act of 2012. All the data from the participants are strictly exclusive between

the researchers and the participants. Other parties are restricted by the researchers

from accessing the data gathered from the participants.

Justice. To ensure the justice of the research, the researchers did not use other

linguistic data aside from the linguistic data they gathered from the LMS of the

private university where the study was conducted. The result of the study has

benefitted both the students and teachers. Notably, the students can understand how

the feedback was given to them by the teachers. This study helped the teachers

identify how the students perceive their interactions with their students.

Beneficence. The research study adhered to the benevolence of ethics. In this

study, the researchers ensured that the participants would not be put in a position

where they would harm the conduct of this research. Participants are also free to

withdraw their participation in the study as they may do so. Furthermore, the
 15

researchers ensure that the guaranteed benefit of the participants is granted to them,

and may they wish to have a copy of this study will also be granted by the researchers.
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CHAPTER 4

RESULTS AND DISCUSSION

This chapter discusses the findings on the politeness strategies found in the

100 feedbacks by the teachers to their students during the online class. The order of

presentation is the same as how the research questions are presented in chapter 1.

Politeness Linguistic Structures Teachers’ Feedback

According to the discourse analysis, as shown in table 1, several politeness

linguistic structures were found. Teachers used politeness markers, playdowns,

hedges, and committers in giving students feedback. Teachers formulate strategies to

maintain a positive and healthy teacher-student interaction in classroom interaction.

One of these strategies is the framework of Brown and Levinsons' (1978) Politeness

Strategy. The Politeness Strategy aims to build a teacher-student interaction

(Febriansyac et al., 2020) through communicating by exchanging thoughts, sharing

ideas, responding, and giving feedback. In this study, the concept of politeness

strategy was used to determine the types of politeness strategies used by the teachers

in giving their feedback. It is important to note that when a teacher-student interaction

flows well in the classroom, it most likely comes to a mutual understanding between

the teacher and the student (Manik et al., 2015). AWhen it comes to their profession, a

teacher is granted the access to criticize students' academic efforts and give feedback,

which probably displays threat among the student, positive and negative face

(Zhang,2009), as to why politeness strategy is prominent key in delivering feedback.

Herein, several politeness linguistic structures have manifested based on the

discourse analysis. These involve politeness markers, playdowns, hedges, and

committers. In association with politeness, linguistic structures found each teacher's

feedback involves several types of politeness maxims with its corresponding

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illocutionary force depending on its context. The following are Approbation Maxim,

Sympathy Maxim, Tact Maxim, and Agreement Maxim. Finally, the politeness

maxims that have emerged were associated with politeness strategies. These

politeness strategies are Positive Politeness Strategy, Negative Politeness Strategy,

Bald-on Record Strategy, and Off-Record Strategy.

Table 1
Politeness Linguistic Structure’s in Teachers’ Feedback

Politeness Linguistic Politeness Utterance

Structure Formulae
Politeness Marker I understand I understand, take it next
week.
[PLS:TF3]

Please Please use your

umindanao email to
accounts to access the
google meet link.
[PLS:TF20]

Playdown It would have…. It would have been better

if you maximize the blank
spaces by enlarging the
info graphic. You know
readability. [PLS:TF18]

I couldn’t I couldn’t agree more, Ms.

R! [PLS:TF56]

I am hoping I am hoping for more

good narratives from you
next time.
[PLS:TF 16]

Committers I believe I believe when you are a

journalist, you have to
leave your emotions at
home.
[PLS:TF57]
 18

I think I think it would have been

better if you repeated the
song one more time.
[PLS:TF30]

Politeness Markers. Politeness Markers are the most common structure of

politeness. It is what the general population recognizes as a polite message. Words of

greeting, titles, and compliments are examples of structures categorized as politeness

markers. In this study, politeness markers are used in the following feedback:

I understand, take it next week.

[PLS: TF3]
Please use your Mindanao email to
accounts to access the google meet
link.
[PLS: TF20]

In the first utterance, the phrase " thanks " or " thank you " is evident. This is

one of the politeness markers that signal the speakers to have something to be great

for. As evident in the feedback, it can be seen that the teacher wanted to show them

being grateful for the student's point. The teacher directly compliments the student for

having a good point and thanking the student who sounded polite to the teacher.

Observing the second utterance began with the phrase. Please, which is evidence for a

politeness marker. In the feedback, the teacher started the utterance with Please to

sound polite and implied immediately/her concern. Directly stating the concern can be

seen as rude, and the feedback will not appear rude in the locution. The use of this

politeness linguistic structure in teachers' feedback is evident in the phrase Please.

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The teachers used these phrases to lessen the degree of imposition on the

addressee (Watts, 2003). According to the taxonomy by House and Kasper (1981), the

phrase "please" portrays politeness markers as this phrase expresses the need for

interlocutors' cooperation. This proves that using the phrase "please" in the teachers'

feedback is intended to ask for the student's cooperation with politeness. In the

context of this study, the teacher used the phrase "please" at the beginning of the

utterance. This implies how the teacher politely asks the students to use their

Mindanao accounts so that they can access the given link. Additionally, as Sajedeh et

al. (2013), using the taxonomy of House and Kasper (1981) state that the most

common use politeness marker in English is the phrase "please" as it displays

deference to the addressee, other phrases such as, if you wouldn’t/don’t mind, is also

an example of politeness markers as long as the utterance seeks and bids for

cooperative behavior.

Playdown. This politeness structure is used when the speaker intends to lower

the level of perlocutionary force, making the utterance sound less imposing. It is

divided into four categories according to the tense used, which could be in the past,

present, or future, and the fourth is by the use of an interrogative manner. This

politeness structure is evident in the following:

It would have been better if you

had maximized the blank spaces by
enlarging the infographic. You know
readability.
[PLS: TF18]

I couldn’t agree more, Ms. R!

[PLS: TF56]

I am hoping for more good

narratives from you next time.
[PLS: TF 16]
 20

Shown above are the utterances using playdowns. In those feedbacks, words

such as It would have are found in utterances, which help give the effect of the

utterances to bear lesser perlocutionary force. In the first utterance that uses

playdowns, the teachers used the phrase It would, which is a common phrase to use

when one wishes the idea to be heard without too much enforcement on the influence

of persuading. Employing the phrase would help tone down the intended pressure of

imposition upon the listener (student), making the student rely upon their decision as

to whether or not to agree with the given recommendation. The second utterance used

the phrased I couldn't in expressing polite feedback through playdown, which is

clearly shown above. Thus, it could be seen in the second utterance how the teacher

highly agreed with the student's activity. More so, the teacher politely gives their

acceptance concerning the student's work. The third utterance used the phrase I am

hoping to express polite feedback through playdown, which is evident. Moreover, it

could be seen in the utterance that the teacher asked for more narrative from the

student. Thus, teachers' favor for more narratives was asked politely.

The phrases "it would have" and "I am hoping" represent the use of past tense

phrases as part of the five subcategories when one intends to lower the perlocutionary

effect of the utterance. House and Kasper(1981) divided the use of playdown into five

subcategories these are; use of the past tense (I wondered if . . . , I thought you might .

. .), progressive aspect together with past tense (I was wondering whether . . . , I

thought you might . . .), an interrogative containing a modal verb (would it be a good

idea . . . , could we . . .), a negative interrogative containing a modal verb (wouldn't it

be a good idea if . . . , couldn't you . . .).

The use of play down in the teachers' feedback is represented by the phrase "it

would have" as the teacher lessens the effect of convincing the student into making
 21

the output into a more desirable outcome by maximizing the blank spaces for the

infographic. This is supported by Brown and Levinsons' (1987) positive politeness,

wherein the utterance is used to avoid any commitment to offense and emphasize

friendliness. On the other hand, the phrase "I am hoping" falls into the first

subcategory of playdown as the teacher uses the past tense in delivering the feedback.

In this context, the teacher implies a convincing effect which was lessened with the

phrase "I am hoping ."The teacher convinces the student to make more good narrative

output in their upcoming activities.

Committers. These politeness linguistic structures lower the degree of

commitment to an utterance. In the politeness strategies data gathered, below are the

feedbacks that contain this linguistic structure in politeness:

I believe the second bullet in

accessibility pertains to portability.
[PLS: TF 17]

I think it would have been better if

you repeated the song one more time.
[PLS: TF30]

In the first utterance, the use of I believe is seen in the above utterances. This

shows that the feedback used committers as its politeness linguistic structure.

Furthermore, teachers provide certainty about the accessibility of the said topic.

Committer comes into play in the said utterance as it tries to correct the student

reasonably. The second utterance uses the phrase, I think; in this utterance, it can be

implied that the student could have done better if they repeated the song once more.

Politeness, in this context, is seen when the teacher tries to suggest a task to make it

better.
 22

The use of committers in the teachers' feedback is evident in the phrases "I

believe" and "I think ."These phrases lower the commitment to the utterances'

propositional content. The teacher uses these phrases to impose a lesser commitment

of the suggestion to the student and have the student independently decide on how to

take those suggestive utterances.

In this study, the teachers' feedback uses the phrase "I believe" about the

students' content as to what it means. On the other hand, the phrase "I think" was used

to suggest a much better output of the student in singing. As supported by the

taxonomy of House and Kasper (1981), phrases such as I think, I believe, I guess, in

my opinion, are typical examples of committers.

Politeness Maxim in Teacher’s Feedback

Based on the discourse analysis, as shown in table 2, several politeness

maxims followed. Students used the agreement maxim, sympathy maxim, and tact

maxim. In this study, the framework of Leech's (1983) politeness maxims was used to

determine the politeness maxims of each utterance after providing the politeness

linguistic structure each utterance contains. Cutting (2002: 49-50) cites that Leechs'

politeness maxims consist of 6 maxims. Those are tact, generosity, approbation,

modesty, agreement, and sympathy. The maxims mentioned above are dependent on

culture to culture. It is believed that what may seem acceptable and polite to one's

culture may be opposite to the other culture. After determining the politeness structure

in the teacher's feedback, several maxims were indicated: Sympathy, Tact, and

Agreement Maxims.
 23

Table 2
Politeness Maxims in Teachers’ Feedback
Politeness Illocutionary Politeness Utterances
Maxims Force Linguistic
Structure
Sympathy Maxim Informing Politeness Marker I understand, take
it next week.
[PLS:TF3]

Tact Maxim Requesting Politeness Marker Please use your

umindanao email
to accounts to
access the google
meet link.
[PLS:TF20]

Advising Playdown It would have been

better if you
maximize the blank
spaces by enlarging
the info graphic.
You know
readability.
[PLS:TF18]

Informing Playdown I am hoping for

more good
narratives from you
next time.
[PLS:TF 16]

Informing Committers I believe when you

are a journalist,
you have to leave
your emotions at
home.
[PLS:TF57]

Advising Committers I think it would

have been better if
 24

you repeated the

song one more
time.
[PLS:TF30]

Agreement Maxim Informing Playdown I couldn’t agree

more, Ms. R!
[PLS:TF56]

Sympathy Maxim. This type of politeness maxim aims to lessen irrelevance

between and reinforces emotional sensitivity amongst self and others. The sympathy

maxim is only relevant in emphatic. It comprises speech acts such as congratulation,

commiseration, and expressing condolences. This is observed in the utterances as

shown below:

I understand, take it next week.

[PLS: TF3]

In this utterance, it can be seen that it uses the illocutionary force informing. Thus, the

feedback of the teachers shows understanding and consideration with regard to the

student's situation. Moreover, it only shows the politeness of the teacher in giving

feedback to the students by notifying them when to take the activity.

This maxim has a straightforward rule that is to maximize sympathy between

the self and others and minimize antipathy between the self and others. As supported

by Manik et al. (2015), the sympathy maxim considers the expression of sympathy

imposes politeness, and the expression of antipathy is considered impolite and rude

and imposes one not having proper manners. In this study, the utterance "I

understand, take it next week." falls under the sympathy maxim. This is because the

phrase "I understand" imposes sympathy on the student. In this context, the teacher
 25

expresses their understanding of why the student was not able to do the deed in the

given time hence the use of the phrase "take it next week."

In addition, Mohammed (2020) revealed in his study how teachers react to

sympathy maxim to be used in a conversational manner in the classroom. It shows in

his data that the teachers have more grasp of how such maxims work as they agree to

use sympathy in their conversation rather than the students being neutral about using

the said maxim. The reason is that the teachers acknowledge their duties and

responsibilities to the students as Leech (2014) mentioned that sharing the feelings of

others, whether it is a feeling of sadness or joy, is an act of politeness, and with

speech acts such as I understand, Congratulations and Condolences provides

emotive concern to the hearer which makes the speaker gives higher value to the

hearer.

Tact Maxim. This maxim on politeness is where the speaker directly presents

their order or request without revealing much nuisance. It reduces the expression of

self-benefit and increases the display of benefit to the utterer. The tact maxim

involves participants minimizing the apparent cost to them and exploiting the benefit

to others. This is observed in the utterances as shown below:

Please use your Mindanao email to accounts

to access the google meet link.
[PLS: TF20]

It would have been better if you maximized the

blank spaces by enlarging the infographic.
You know readability.
[PLS: TF18]

I am hoping for more good narratives from

you next time.
[PLS: TF 16]
 26

I believe when you are a journalist, you have

to leave your emotions at home.
[PLS: TF57]

I think it would have been better if you rep-

ate the song one more time.
[PLS: TF30]

The first utterance under tact maxim displays the illocutionary force of

request. Here, the teacher asks the cooperation of their students to use their personal

email accounts in the said university when the students are going to access the google

link. In addition, with the use of polite manner and tact maxim, the teacher was able

to deliver the intention, which reached the student to use the said email. The second

utterance uses the illocutionary force advising. The teacher gave their feedback by

adding some tips on how to improve the students' input for the next activity and how

the students will enhance the readability of their activity. This only shows the tact

maxim where the student was able to receive the feedback with politeness at the same

time unlocking new strategies. The third utterance holds the illocutionary informing.

In this sense, it could be implied the teachers' politeness through letting the students

receive the feedback of the facilitator to hear more about their future masterpieces.

Telling the student to hear more from her only highlighted the idea that she has

excellent work. More so, it only shows the teacher's politeness in giving feedback.

The last utterance uses the illocutionary force advising. In this utterance, it implies

that the teacher gives their feedback by suggesting what to do in the students'

performance which is evident of a tact maxim in which the student receives feedback

in a polite manner.

The expression of a belief that may cost the hearer should be minimized, and

the expression that benefits the hearer should be maximized (Leech,1983). As

supported by Hutagaol et al. (2015), the use of tact maxim in an utterance is to be

 27

considerate. In this study, the phrase "Please," "It would have been," and “I am

hoping” in the context of the utterance in which they are used imposes the thought of

being tactful. The table where those utterances belong in the tact maxim displays how

the teacher maximizes the belief they consider right is being expressed to the student

in order for the student to benefit from it. The utterance “Please use your umindanao

email to accounts to access the google meet link” was expressed in lieu of the

students getting some confusion on how they can access the given google meet; with

the use of the phrase, the teacher politely instructed the students to use their university

email in order to access the link. The phrase "It would have been better if you

maximize the blank spaces by enlarging the infographic. You know readability".

Imposes the concern of the teacher on the students' output. As the teacher pointed out

how the students can make their output better, this implies an indirect message that

the student should adhere to the suggestion the next time the student will make a

similar output. The last phrase, "I am hoping for more good narratives from you next

time." is also an indirect message that implies the student to make a better narrative

output for next time. By being able to avoid the imposition of a face-threatening act

on the students, the teacher was able to indirectly suggest to the student to be better

next time with the making of a narrative.

Moreover, in the study of Manik and Hutagaol (2015) as their data shows how

tact maxims are dominantly present in the teachers' discourse. The teachers' use of

tact maxims is evident when they indirectly command or request the students, which

shows how the teachers minimize their benefit from commanding and requesting the

student through tact maxim. The reason is that there are phrases when being expressed

indirectly that show more politeness than being expressed directly. In which the

utterances of the teachers directly show how the teacher minimizes its benefit and
 28

maximizes the students' benefit using indirect speech or, in this case, the illocutionary

forces.

Agreement Maxim. This maxim in politeness aims to accomplish the treaty

between the speaker and listener. When this maxim is observed, the speaker will

employ strategies that would aid them in achieving mutual understanding with the one

they are speaking with. In this study, the utterance under the teacher's feedback is

shown below:

I couldn’t agree more, Ms. R!

[PLS: TF56]

The illocutionary force that can be seen in this utterance is informing. The

teacher was able to deliver the feedback to be in accord with the student's opinion

with regard to the specific subject. Thus, this only shows that there is a mutual

understanding between the teacher and the particular student. Along with that, there is

evidence of agreement maxim in the utterance.

The speaker had to minimize the expression of disagreement to the hearer, and

the expression of the agreement should be maximized by the speaker to the hearer.

This connects to the positive politeness of Brown and Levinson "avoid disagreement,

seek agreement." In this study, an utterance displays this attribute. The utterance "I

couldn't agree more, Ms. R! " is an example of an agreement maxim simply because

of the use of the phrase "agree ."In this context, the teacher states that the thought of

the student compliments the thought of the teacher, which results in the agreement

between the speaker and the hearer.

Mohammed (2020) stated that when in general communication, the teachers

value the interest, needs, and ideas of the students by agreeing. In fact, it is very

evident that most of the time, the teachers and students agree with each other in order

to avoid rudeness and impoliteness. By also valuing the student's interest in the means
 29

of agreement, it shows that the students display an improvement in their

understanding in terms of the subject that they are studying. In addition, Manik and

Hutagaol (2015) express the same thought as the teachers adhere to their utterances

with agreement speech acts. They are able to produce mutual understanding when

conversing as well as being polite with each other.

Politeness Strategies in Teacher’s Feedback

Based on the discourse analysis conducted, which is shown in table three (3),

there were a number of politeness strategies discovered in the teachers' feedback. The

following politeness strategies that were found are; positive politeness strategies

cheerful face, negative politeness strategies positive face, bald-on-record strategy

negative face, and off-record-strategy negative face. There are several politeness

strategies invented in order to determine what an utterance implies. Brown and

Levinson (1987) pointed out that the functions of these strategies are to save the

"face" of the hearer. In this context, the "face" means certain respect that someone

gives to themselves. This also strengthens self-esteem in private and public situations.

It is more of not getting a person into embarrassment. Upon conducting the study,

there were four politeness strategies discovered in the teacher's feedback. These are

positive politeness, negative politeness, bald-on record, and off-record strategy.

Table 3
Politeness Strategies in Teacher’s Feedback

Politeness Politeness Illocutionary Politeness

Strategy Maxim force Linguistic
Structures

Sympathy Maxim Informing Politeness Marker

Positive
Politeness
Strategy
 30

Approbation Thanking Politeness Markers

Maxim

Tact Maxim Advising Playdown

Bald On-Record
Strategy Tact Maxim Informing Committers

Off-Record Tact Maxim Informing Playdown

Strategy

Positive politeness strategy: in this strategy, the speaker's goal is to enhance

the hearer's positive face. It aims to address the positive face needs of the hearer and

highlights friendliness and camaraderie between the speaker and hearer. This is

observed in the utterance shown below:

I understand, take it next week.

[PLS: TF3]

I enjoyed reading it. Thank you.

[PLS: TF23]

In the first utterance, it is visible that the underlying meaning is informing. As

you observe, the teacher expresses their understanding with regard to the students'

concerns. Thus, the manner that the teacher addresses will be a cue to the students that

they may take the activity as they receive positive feedback. In the second utterance, it

is evident that the illocutionary force being observed is thanking. As you can observe,

the teacher expressed gratitude and enjoyment in the statement. In this manner, the

student will become motivated to enhance their writing skills as they were able to

receive good feedback with politeness from the teacher.

This politeness strategy is used with the intention of emphasizing affability in

order to disregard sending a message that could offend the hearer's face (Brown and
 31

Levinson, 1987). In connection, strategies using unique discourse markers such as the

phrase "please" is an example of positive politeness as cited by Kamlasi (2017). In

this study, the data gathered shows the utterance "please" in the teachers' feedback

compliments the use of positive politeness. The context of the utterance is that the

teacher as the speaker tries not to embarrass the students; supported by Yuka (2009)

that on a regular basis of communication, the speaker selects strategies that are

appropriate in order to save the hearer's face, thus simply making the usage of positive

politeness in an utterance important. The same goes with the utterance "I understand,

take it next week." which shares the same thought as with the first utterance; however,

in this context, the speaker tries to build common ground with the hearer through

understanding the situation of the student. The phrase "I couldn't agree more, Ms. R!"

displays an example of using nicknames as Brown and Levinson (1987) states that the

following strategies imply positive politeness these are juxtaposing criticism with

compliments, establishing common ground, and using jokes, nicknames, honorifics,

tag questions, unique discourse markers (please), and in-group jargon and slang. In

addition, the study of Anam and Febriansyah (2020) concluded that most students

prefer this politeness strategy among the other politeness strategy. The reason is that

the students are more likely to need praise rather than receiving feedback that tells

them what improvement they can make in future activities.

Bald on record strategy. This politeness strategy does nothing to minimize

threats to the hearer's "face." It is utilized to address a person or hearer in a

straightforward manner. It is a direct way of communicating without neglecting

imposition. In this strategy, the speaker does not make any effort to minimize the

threat to the hearer's face. Below is a Bald on record strategy utterance:

It would have been better if you maximize the

 32

blank spaces by enlarging the infographic.

You know readability.
[PLS: TF18]

I believe when you are a journalist, you have to

leave your emotions at home.
[PLS: TF57]

In the first utterance mentioned above, it is evident that the teacher's advice

was stated in a forthright manner. The teacher frankly implied how the student could

do better if they maximize the blank spaces in their work. Through the speaker's

advice, it will improve the students' work. In the second utterance aforementioned, it

is visible that it was stated in a straightforward manner. The speaker firmly implied

that being a journalist requires you to set aside your emotions. With this being said,

this will drive the student to become a better journalist by setting aside their emotions,

as the utterance suggests.

Among the politeness strategies by Brown and Levinson (1987), this strategy

is the least polite strategy as it is stated in a direct manner without any intention of

saving the face of the hearer. These are phrases that are usually concise to what is

being implied by the speaker. In this study, several utterances were found with Bald-

on Record Strategy. The utterance "I believe when you are a journalist, you have to

leave your emotions at home" is an example of this strategy. The phrase is clearly

stating that the speaker maximizes the belief, which costs the face of the hearer, as the

hearer may feel embarrassment upon hearing the utterance. The phrase clearly

maximizes the disagreement between the speaker and the hearer (Leech, 1983), thus

making the statement a frank and direct message to the hearer, which results in the

negative face of the hearer. In cases where the bald-on record strategy was used in

delivering, both studies by Anam et al. (2020) and Hartono (2021) mentioned that

teachers did not really mean to embarrass the students upon delivering feedback
 33

despite the fact that some students admitted to feeling a slight embarrass as they

received feedback from the teacher that adheres to the bald-on record strategy.

Off-Record Strategy. This politeness strategy implies an indirect way of

communicating to the hearer. This strategy's goal is to minimize or reduce the

pressure on the speaker. This strategy leaves the addressee to judge or interpret the

speaker's utterance. This is an utterance that shows an Off-Record Strategy:

I am hoping for more good narratives

from you next time.
[PLS: TF 16]

In this utterance, it is evident that there is an underlying meaning behind the

text. The speaker uses 'hope' as a cue for positive scripting to tell the hearer to

improve their narrative output in the future. The speaker's approach is indirect, and it

is up to the hearer to interpret if the utterance is offensive or not. This strategy is an

indirect expression of the language which denies the premise wherein the speaker is

being imposed by the hearer. This strategy also depends on what the speaker tries to

imply with the utterance. This makes the hearer formulates an interpretation of what is

being said. This is argued by Watts (2003) as he stated that direct statements might

affect the hearers' freedom of action. These direct statement, such as criticisms, is

what makes the freedom to interpret the speakers' implication bring to limit.

In this study, an utterance was found with the characteristic of this strategy.

The utterance "I am hoping for more good narratives from you next time" implies

various interpretations for the hearer or, in this context, the student. This phrase may

be direct or indirect; however, the thought of either the teacher complimenting the

current output of the students or the teacher is unsatisfied with the current, which

makes the phrase indirect. Since it could be interpreted in more than one implication

thus, making the phrase relies on how the hearer interprets the utterance. As supported
 34

by Febriansyah (2018), he mentioned that the teachers use an off-record strategy as

the teachers avoid conflicts by not trying to offend the students. The teachers wanted

to deliver either positive or negative comments, but at the same time, they used

various figurative language to cover up the intent of their feedback, thus making the

teacher not offend the student and at the same time making the students understand

the feedback.

Implications for Practice

The result of this study will be of great help in elucidating the essence of

politeness in teachers' feedback. To further see its contribution, below are the

implications for educational practice:

We have a number of linguistic structures that are observed as a basis for

providing feedback to the students. These are the politeness linguistic structure:

politeness markers, playdowns, hedges, and committers. The result implies that it is

imperative to understand how teachers formulate their feedback to the students to

form a particular structure. This also suggests curriculum integration, and in this

matter, it will unravel how politeness linguistic structure carries a pivotal role in terms

of the conceptualization of politeness.

On the other hand, the result of the study also implies that the politeness

linguistic structures are what formed several politeness maxims: approbation maxim,

sympathy maxim, tact maxim, and agreement maxim. This also carries curriculum

integration and can be approached not only in terms of providing feedback in the

classroom but also through hidden curricula such as through seminars, symposiums,

etc. Also, the result of the study can be utilized as a reference for aspiring teachers,

which is of help in providing feedback to the students in their future teaching careers.
 35

More so, another linguistic structure being observed in this study is the

politeness strategy: positive politeness strategy, negative politeness strategy, bald-on

record strategy, and off-record strategy. Still, this suggests curriculum integration and

carries a significant role in terms of the conceptualization of politeness. More so, this

can be of great use as a reference for aspiring teachers to negate negative feedback.

To further add the contribution of this study, it can be a basis for the teachers to

construct their feedback or messages through online messaging that will not offend

the students using a particular politeness strategy.

Implications for further research

This study provides further knowledge of the linguistic structures. It also

provides knowledge concerning discourse analysis in order to familiarize how

discourse analysis contributes to studying texts and messages. Not only does this

provide more information on the field of linguistics, but it also aids the teachers in

getting to know more inputs on the study of politeness strategies. This then implies

further curriculum integration and exposure to the study of politeness and other

linguistic phenomena as reasons behind commonly encountered real-world problems

in line with language use. The results of this study will aid the teachers in feedbacking

the students on the generally accepted notions of language applications.

Concluding Remarks

This study unravels the politeness linguistic structure in teachers' feedback.

These politeness linguistic structures are Politeness Markers, Playdowns, and

Committers. The Politeness Markers impose signs of politeness through the words in

the feedback of the teacher. Playdowns on the teachers' feedback use past tense

phrases, which lessens the elocutionary effect on the phrase so students will not take

the feedback as something offensive. The Committers on the teacher's feedback is an

 36

implication that teachers' feedback is somewhat committed but with the phrases used,

the effect of being committed as the feedback acts as a simple utterance that how it is

being understood and how the student would react is solely dependent on the students'

decision.

On the other hand, after finding out the politeness linguistic structure that is

presented in the teachers' feedback, using Leech's (1937) maxims, this study was able

to determine the present maxims in that feedback. These maxims are; Sympathy, Tact,

and Agreement Maxims. These maxims were also incorporated with illocutionary

forces. The joint illocutionary forces are inquiring, convincing, and informing. It was

also revealed why teachers use such maxims in delivering feedback. Tact maxims are

used by the teachers in this study to indirectly suggest, make the request or command

the students. By applying tact maxim in their feedback, the teachers were able to give

indirectly feedback that, when delivered in a direct manner, sounds impolite and

offending. As with the Sympathy maxim, the teachers' feedback in this study shows

sympathy as the teacher expresses her understanding of the situation, thus valuing and

respecting their student using the sympathy maxim. In this study, the teacher

expresses feedback with an agreement maxim. This is to simply agree with the student

on the subject that they are referring this also reflects how the teacher keeps a healthy

relationship with the student to imply that as a teacher, they are not in any authority

when it comes to learning, but instead they are equal with the student who reflects the

used of agreement maxims.

It was revealed in this study that the following politeness strategies were used

by the teachers in their feedback; Positive Politeness, Off Record-Strategy, and Bald -

on Record Strategy. As it was revealed, the most common strategy was positive

politeness with a cheerful face as the teachers used strategies like using the word
 37

"please" and using nicknames in order to create a common ground with the student.

However, there was feedback that the uses a direct manner which belongs to the Bald-

on record strategy with a negative face as the teacher seems to be least polite with the

concise phrase used in the feedback. There was also feedback that confused the

students, as this feedback has been revealed to be using an Off-record strategy with a

positive face. This feedback allows students to interpret what was being told to them.

It shows that among the existing politeness strategy, only the positive politeness

strategy is more preferred by the teachers to use. This is because how the effect using

this politeness strategy does on the students. By using politeness markers, phrases

such as please, and using nicknames, the conversational manner of the teacher to the

student in the means of feedback is being liked by the students.

In the conduct of the study, the researchers have found out how important it is

to combine words in order to create phrases. These words should be taken into

consideration before using especially in a conversation, in order to avoid

embarrassing other people. When politeness strategies are considered, healthy

communication between the teacher and students may occur, which avoids

unnecessary nuisance. By becoming aware of what we tell others through any form of

communication, we may produce healthy communication, which can strengthen the

self-esteem of the one who receives the utterances and also build rapport. This also

implies when one can familiarize the concepts of using politeness linguistic structure,

maxims, and politeness strategy in our discourse with others, we can maintain a polite

manner of conversing thus without sacrificing any context of our messages to others.

Using any of that politeness strategies can help us converse with others with ease,

although we might have used those strategies subconsciously all this time.

RECOMMENDATION
 38

The things that the researchers have analyzed and discussed in this study do

not signify the end of the topic being discussed. There are restrictions and limitations

in the conduct of this study. It is essential to take note that this study focuses only on

the teachers' feedback by using 100 linguistic data used in delivering feedback in an

e-learning environment. If other researchers would discuss the same study in the

future, the following are to be noted.

First of all, the environment where the teacher's feedback or linguistic data

were based should be a different environment. As mentioned, the linguistic data or the

teachers' feedback came from an LMS or e-learning setup. Other researchers may

conduct the same study in a physical classroom of face-to-face classes where

conversing happens all the time. They can also increase the number of linguistic data,

whereas this study only uses 100 linguistic data. The bigger the collected data, the

more meaningful discussion on the study can occur.

Second, the study focuses on teacher-student feedback giving. They may

conduct the same concept but with other relationships such as teachers-teachers

feedback giving, student-student feedback giving, and student-teacher feedback

giving. Using these different relationships between the teacher and student can result

in a different perspective in this study.

Lastly, the researchers may use the concept of this study in order to discover

which politeness linguistic structure, maxim, and politeness strategy is highly

recommended in conversing between teachers and the student.

REFERENCES

Abaidoo, A. (2018). Factors Contributing to Academic Performance of Students in a Junior

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 39

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 46

Curriculum Vitae
 47

Appendices
 48

APPENDIX A
Letter to Adviser

Date
CHRISTIAN JAY O. SYTING, MaEd
University of Mindanao
Matina, Davao City

Dear Sir,
Greetings!
 49

I hope you are doing well today. In line with this, together with my co-
researcher, we would like to invite you to be our Adviser for our
research study entitled “Politeness Strategy in Teachers’ Feedback:
A Pragmatic analysis”. This undergraduate study is being conducted
in partial fulfillment of the requirements in Educational Research
subject in 1st Term in 2nd Semester, SY 2020-2021.
We hope to hear your positive response soon. Thank you and God
bless.
Respectfully,
Tigbawan, Denver D.
Researcher

Villanueva, Rica Mae D.

Researcher

Nazareno, Zyra Mae D.

Researcher

Approved by: Accepted by:

(SGD)JOCELYN B. BACASMOT, PhD CHRISTIAN JAY O. SYTING, MaEd

APPENDIX B
Letter to Panel Members
May 17, 2022

PHYLL JHAN GILDORE, MaEd

College of Teacher Education
University of Mindanao
Matina, Davao City

Dear Sir,

Greetings!
 50

I hope you are doing well today. In line with this, together with
my so-researcher, I would like to invite you to be our Panel
Member for our research study entitled, “Politeness Strategy
in Teachers’ Feedback: A Discourse Analysis.” This
undergraduate research study is being conducted in partial
fulfillment of the requirements in Language Education
Research subject enrolled from 1st Term 2nd Semester, SY
2020-2021.

We hope to hear for your positive response soon. Thank you

and God bless!

Respectfully,

Tigbawan, Denver D.
Researcher

Villanueva, Rica Mae D.

Researcher

Nazareno, Zyra Mae D.

Researcher

Recommending Approval:

(SGD)ELLAINE ROSE A. OLIVA, EdD

Research Coordinator, CTE

Approved by: Accepted by:

(SGD)JOCELYN B. BACASMOT, PhD.PHYLL JHAN GILDORE, MaEd

Dean, CT

May 17, 2022

ELLAINE ROSE A. OLIVA, EdD

College of Teacher Education
University of Mindanao
Matina, Davao City

Dear Sir,

Greetings!
 51

I hope you are doing well today. In line with this, together with
my so-researcher, I would like to invite you to be our Panel
Member for our research study entitled, “Politeness Strategy
in Teachers’ Feedback: A Discourse Analysis.” This
undergraduate research study is being conducted in partial
fulfillment of the requirements in Language Education
Research subject enrolled from 1st Term 2nd Semester, SY
2020-2021.

We hope to hear for your positive response soon. Thank you

and God bless!

Respectfully,

Recommending Approval:

(SGD)ELLAINE ROSE A. OLIVA, EdD

Research Coordinator, CTE

Approved by: Accepted by:

(SGD)JOCELYN B. BACASMOT, PhD. (SGD)ELLAINE ROSE A. OLIVA, EdD

Dean, CTE

Appendix C
Thesis Capstone
52
53
 54

APPENDIX D
Endorsement for Outline Defense

ENDORSEMENT SHEET FOR THESIS OUTLINE DEFENSE

This is to certify that the study entitledPOLITENESS STRATEGIES IN

TEACHERS’ FEEDBACK: A DISCOURSE ANALYSIS of Denver D.
Tigbawan, Rica Mae D. Villanueva, and Zyra Mae D. Nazareno, BSED-English
students of University of Mindanao, has been examined by the research personel and
has been evaluated to have adequately complied the quality standards deemed
necessary by the UM Resaearch Manaul. Further, this document signifies that this
endorsed for thesis outline defense.
 55

APPENDIX E
Endorsement for Thesis Final Defense

ENDORSEMENT SHEET FOR THESIS OUTLINE DEFENSE

This is to certify that the study entitledPOLITENESS STRATEGIES IN

TEACHERS’ FEEDBACK: A DISCOURSE ANALYSIS of Denver D.
Tigbawan, Rica Mae D. Villanueva, and Zyra Mae D. Nazareno, BSED-English
students of University of Mindanao, has been examined by the research personel and
has been evaluated to have adequately complied the quality standards deemed
necessary by the UM Resaearch Manaul. Further, this document signifies that this
endorsed for thesis outline defense.
 56

APPENDIX F
Turnitin Originality Result
 57

Appendix G
Grammarly Report
 58

APPENDIX H
CTE Research Routing Form

Tigbawan, Denver D.
Villanueva, Rica Mae D.
Nazareno, Zyra Mae D.

*In your introduction,

please find a citation
that will support your
claims, also rephrase
the GAP of this study
02/15/22 02/16/22

04/07/22 04/08/22 *rephrase your RQ’s

04/09/22 04/10/22 *instead of 100

linguistic corpora,
make it more than a
hundred

04/14/22 04/15/22 *combine results and

discussion for better
publication
 59

APPENDIX I
Proceedings of Thesis Final Defense

Date of Defense May 18, 2022

Venue of Defense Online
Time of Defense 2:30-3:30 PM
Research Title POLITENESS STRATEGIES IN TEACH-
ERS’ FEEDBACK: A DISCOURSE ANALY-
SIS
Student-researchers and Denver D. Tigbawan BSEd-ENGLISH
their programs specializa- Rica Mae D. Villanueva BSEd-ENGLISH
tions Zyra Mae D. Nazareno BSEd-ENGLISH
 60

Subject Teacher Christian Jay O. Syting

Subject Code 9787
Credit Units (3 or 6 units?) 3 units
Semester/SY 2020-2021
Panel Members Eleine Rose A. Oliva
Phyll Jhann E. Gildore
Adviser Christian Jay O. Syting
Area in the paper and the corresponding comments/suggestions
Research Title:

NONE
Introduction:

*Focus on RRL’s that discussed about the politeness strategy in teachers’

feedback rather than RRL’s that discusses about the feedback itself.
Purpose of the Study:

NONE
Research Questions/Objectives/Hypothesis(es):

NONE
Conceptual/Operational Definition of Terms:

NONE
Theoretical/Conceptual Framework/Lens:

NONE
Delimitations and Limitations of the study:

NONE
Significance of the Study:

NONE
Review of Related Literature:

NONE
Research Design:

NONE
Research Participants:

NONE
Research Instrument

NONE
Data Gathering Procedure

NONE
 61

Data Analysis

NONE
Results and Discussion

*merge result and discussion

Reviewed by:

(SGD) Phyll Jhann E. Gildore (SGD) Elleine Rose A. Oliva

Panel Member 1 Panel Member 2
(Signature over Printed Name) (Signature over Printed Name)

APPENDIX J
CTE Research Clearance Form
 62

Tigbawan, Denver D.

Villanueva, Rica Mae D.

Nazareno, Zyra Mae D.

APPENDIX K
Consent Form for Undergraduate Thesis Utilization for Research Purposes
 63

Denver D. Tigbawan

_______Denver D. Tigbawan_______
Student’s signature above-printed name

Signed date
(month/day/year) : July 01, 2022

Consent Form for Undergraduate Thesis Utilization for Research Purposes

Rica Mae D. Villanueva

 64

_______Rica Mae D. Villanueva_______

Student’s signature above-printed name

Signed date
(month/day/year) : July 01, 2022

Consent Form for Undergraduate Thesis Utilization for Research Purposes

Zyra Mae D. Nazareno
 65

_______Nazareno, Zyra Mae D._______

Student’s signature above-printed name

Signed date
(month/day/year) : July 01, 2022

APPENDIX L
Senior Research Fee
 66

NAME OR NO.
TIGBAWAN, DENVER D 2991544
VILLANUEVA, RICA MAE D. 2991542
NAZARENO, ZYRA MAE D. 2991543

APPENDIX M
Research Title Evaluation Sheet
 67

APPENDIX N
Research Outline Defense Evaluation Form
 68

Politeness Strategies in Teachers’ Feedback: A Discourse

Analysis

Denver Tigbawan
Rica Mae Villanueva
Zyra Mae Nazareno

92
69
 70

Politeness Strategies in Teachers’ Feedback: A Discourse

Analysis

Denver Tigbawan
Rica Mae Villanueva
Zyra Mae Nazareno
 71

APPENDIX O
Thesis Final Defense Evaluation Form
 72

Politeness Strategies in Teachers’ Feedback:

A Discourse Analysis

Tigbawan
Villanueva
Nazareno

9
 73

20

17

10

13

86
 74

Politeness Strategies in Teachers’ Feedback:

A Discourse Analysis

Tigbawan
Villanueva
Nazareno

10

10
 75

19

18

14

89