THE EMOJI AS GRAMMAR MARKER: TEACHING PRAGMATIC TONE THROUGH ICON-BASED DIGITAL FEEDBACK TO ESL/EFL STUDENTS
DOI:
https://doi.org/10.5281/zenodo.20126943Keywords:
Computer-Mediated Communication, Digital Feedback, Emojis, ESL/EFL Learning, Pragmatic ToneAbstract
The study examines the impact of emojis on the pragmatic tone teaching of ESL/EFL learners in Pakistan and Yemen through digital feedback based on icons. The objectives of the research include investigating how emojis affect the understanding of emotional tone, communicative purpose, politeness, humour, and interpersonal meaning conveyed through digital feedback. The study utilises a mixed research methodology that includes both primary and secondary data. The primary data is collected through an online questionnaire conducted among 60 ESL/EFL undergraduates at universities in Pakistan and Yemen through google forms. Secondary data is collected through the review of recently published scholarly articles focused on digital pragmatics, computer-mediated communication, and ESL/EFL instruction. The research outcomes show that emojis are important pragmatic and grammatical markers that help reduce ambiguity and improve emotional perception in digital interaction. Besides, emoji-based digital feedback has positive effects on learner engagement and pragmatic competence development as well as online interaction between ESL/EFL students. The respondents find emojis as helpful communicative devices that help provide more supportive, expressive, and clear digital feedback.
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Copyright (c) 2026 Muhammad Tanveer Aslam, Dr. Naif Mohammed Yahya Al Ghotheify , Ayaz Ahmad khan (Author)
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