A Methodological Framework for Developing Polite Speech Culture and Reflective Competence in Education and Social Media Contexts

Gulnozakhon  Najmutdinova; Dilafruz  Kenjabaeva; Rokhat  Safarova; Kahramon  Kayumov; Shoira  Bekchonova; Makhsuda  Israilova; Ahmad  Albattat; Bakhtijon  Isroilova; Dilnoza Fayzieva

doi:10.48161/qaj.v6n2a2379

Authors

Gulnozakhon Najmutdinova Department of Philology and Teaching Languages, ISFT International School of Finance Technology and Science (Private University), Tashkent 100140, Uzbekistan; https://orcid.org/0009-0004-3029-1985
Dilafruz Kenjabaeva Department of Psychology and Pedagogy, Termez State University, Termez 190111, Uzbekistan; https://orcid.org/0009-0006-4204-9947
Rokhat Safarova Scientific Research Department of National Character Education, Pedagogical Views of Thinkers and Jadids, National Institute of Pedagogics and Character Education Named After Qori Niyazi, Tashkent 100095, Uzbekistan; https://orcid.org/0009-0000-1064-9098
Kahramon N. Kayumov Department of Social Sciences and Humanities, Uzbekistan Journalism and Mass Communications University, Tashkent 100000, Uzbekistan; https://orcid.org/0009-0006-3220-4384
Shoira Bekchonova Department of General Education Sciences, New Age University, Tashkent 100113, Uzbekistan; https://orcid.org/0009-0005-9872-2953
Makhsuda N. Israilova Department of Uzbek and Foreign Languages, Pedagogics, Tashkent State Medical University, Tashkent 100047, Uzbekistan; https://orcid.org/0009-0008-6910-1666
Ahmad Albattat School of Global Hospitality and Tourism, Asia Pacific University of Technology and Innovation, Kuala Lumpur 57000, Malaysia; Medan Polytechnic of Tourism, Rumah Sakit Haji, Street No. 12, Medan, 20371, North Sumatera, Indonesia; Rushford Business School, Am Mattenhof 2D, Kriens 6010, Switzerland; https://orcid.org/0000-0002-3127-4405
Bakhtijon Isroilova English department, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers, National Research University, Tashkent 100000, Uzbekistan; https://orcid.org/0000-0002-0285-964X
Dilnoza R. Fayzieva International Relations Department, Budapest University of Economics and Business, Budapest 1055, Hungary. https://orcid.org/0009-0003-7016-8925

DOI:

https://doi.org/10.48161/qaj.v6n2a2379

Keywords:

polite speech culture, social media, reflexive competence, contemporary education, IT

Abstract

With an upsurge in both online communication and societal turbulence, universities and educational systems face pressing challenges, including respect for diverse opinions and fostering civil discourse among students. To address this, a novel language-focused approach has been developed that uniquely integrates the concepts of polite speech culture with reflexive competence, providing both theoretical and practical insights into improving digital and educational communication. These objectives, thought to be especially pertinent in contemporary contexts, are now approached through a new methodological lens that promotes wider consideration. The broader conceptual framework encompasses a unified structure and cultural perspective. This study contributes by offering a theoretically grounded model that explicates the interaction between polite speech culture and reflexive competence, highlighting mechanisms that enhance communication effectiveness in educational and social media environments. The interactions of multiple factors at different levels impose further modifications to established concepts, extending their relevance to a wider variety of contexts. Such a wide-ranging framework supports endeavors across education and social media to impart an awareness of people’s rights to communicate freely and respectfully, as expressed through organized respect knowledge and speech skills.

Downloads

Download data is not yet available.

References

Schnell, Z., & Podeschi, C. (2022). A novel methodology of international discourse: online joint course across cultures. Humanities and Social Sciences Communications, 9(1), 1-9.

Rustamova, N., Raupova, S., Aminjonova, M., Yakubova, I., Yuldashov, A., Daminov, K., & Rajabov, B. (2025). Ethical, Legal, and Social Factors in Vitagen Education: Shaping Media Mentality and Critical Competencies of University Students. Qubahan Academic Journal, 5(4), 743-763.

Baumer, M., & Van Rensburg, H. (2011). Cross-cultural pragmatic failure in computer-mediated communication. Coolabah, (5), 34-53.

Chaparro, S. (2014). The communicative burden of making others understand: Why critical language awareness is a must in all ESL (and non-ESL) classrooms. Working Papers in Educational Linguistics, 29(1), 41-59.

Lampou, R., Noor, M., Vivekanantharasa, R., & Patnaik, S. (2026). AI–Driven Educational Ecosystems: Integrating Learning Analytics, Adaptive Assessment, and Intelligent Feedback for Sustainable Student Performance. Qubahan Techno Journal, 5(1), 25-36.

Prinsloo, C., Nam, K., & Shim, J. (2016). Instant Messaging as Digital Discourse Socialization in the Context of English for Academic Purposes. Journal of Education and Practice, 7(33), 10-23.

Cumming‐Potvin, W. (2013). “New basics” and literacies: Deepening reflexivity in qualitative research. Qualitative Research Journal, 13(2), 214-230.

Zander, R. (2013). Ethnography of polite and impolite student classroom behavior in the Intensive English Center. Linguistic Portfolios, 2(1), 11.

Riendeau, R. A. (2019). Supporting Teacher Collaboration Aimed at Developing High School Students’ Digital Media Literacy: A Participatory Action Research Study (Doctoral dissertation, University of South Carolina).

Song, A. Y. (2017). Critical media literacies in the twenty-first century: Writing autoethnographies, making connections, and creating virtual identities. Journal of Media Literacy Education, 9(1), 64-78.

Gu, J., Wang, Y., Chen, Y., Li, V. O., & Cho, K. (2018). Meta-learning for low-resource neural machine translation. In Proceedings of the 2018 conference on empirical methods in natural language processing (pp. 3622-3631).

Thach, P., Lai, P., Nguyen, V., & Nguyen, H. (2021). Online learning amid Covid-19 pandemic: students' experience and satisfaction. Journal of E-learning and Knowledge Society, 17(1), 39-48.

Williams, S. (2019). The appearance of voice: EAP and academic literacies approaches to teaching reflective writing.

Lin, S. W., Rattray, J., & Walker-Gleaves, C. (2018). Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school. Thinking Skills and Creativity, 27, 123-130.

Rustamova, N., Ruzieva, D., Sharaxmetova, U., Burxanova, L., Makhmudxodjayeva, U., Imomniyozov, D., & Ibrokhimov, A. (2024). Navigating Translation Rights: Expanding Access to Global Literature in Modern Education. Qubahan Academic Journal, 4(4), 268-293.

Prayitno, H. J., Huda, M., Inayah, N., Ardi, H., & Yusof, N. (2021). Politeness of Directive Speech Acts on Social Media Discourse and Its Implications for Strengthening Student Character Education in the Era of Global Education. Asian Journal of University Education, 17(4), 179-200.

Belova, N. A., & Kashkareva, E. A. (2015). Methodical Ways of Enhancement of Personal Communicative Competence as a Social Constant at the Innovative University. Asian Social Science, 11(8), 19.

Tian, X., & Guo, Y. (2021). An online acquaintance community: the emergence of Chinese virtual civility. Symbolic Interaction, 44(4), 771-797.

Fuad Hasyim, S. S. (2025). The Cultural Dimensions of Politeness: A Cross-Cultural Pragmatic Analysis. The Art of Politeness: A Pragmatic Approach to Language and Interaction, 46.

Omar, A., Ilyas, M., & Kassem, M. A. M. (2018). Linguistic politeness and media education: A lingua-pragmatic study of changing trends in ‘forms of address’ in Egyptian media talk shows. Journal of Social Studies Education Research, 9(2), 349-365.

Asia, M. (2024). Polite Language on Facebook: Maintaining Ethics in Interactions on Social Media. Journal La Sociale, 5(6), 2037-2046.

Clark, J. B., & Dervin, F. (2014). Reflexivity in language and intercultural education. Reflexivity in language and intercultural education, Routledge, London.

Hull, G. A., & Stornaiuolo, A. (2014). Cosmopolitan literacies, social networks, and “proper distance”: Striving to understand in a global world. Curriculum Inquiry, 44(1), 15-44.

McConachy, T. (2017). Developing intercultural perspectives on language use: Exploring pragmatics and culture in foreign language learning (Vol. 33). Multilingual Matters.

Lowrey, A. M. (2019). Intercultural Communicative Competence: A Diversity Training for Educators, Administrators, and Managers.

Rustamova, N. R. (2024). Research analysis of the innovative cluster model of teaching. In AIP Conference Proceedings (Vol. 3045, No. 1). AIP Publishing.

Pérez-Sabater, C., & Montero-Fleta, B. (2014). Pragmatic competence and social power awareness: The case of written and spoken discourse in non-native English environments. International Journal of English Studies, 14(2), 21-38.

Frankosky, J. M. (2015). Social Media, Privacy, and the Academic Classroom. Urban Library Journal, 21(2), 3.

Hope, L. (2018). Addressing audience through defining action: a rhetorical examination of civility and audience engagement on two online discussion forums. Res Rhetorica, 5(3), 22-38.

Wang, J., & Taylor, C. (2019). The conventionalisation of mock politeness in Chinese and British online forums. Journal of Pragmatics, 142, 270-280.

Dyer, H. T. (2017). The presentation of selfie in everyday life: considering the relationship between social media design and user in the online actions and interactions of young people. In Proceedings of the 8th International Conference on Social Media & Society (pp. 1-11).