Academic Relational Positioning in EFL Higher Education: Lexico-Pragmatic Development Across Digitally Mediated Interaction
Keywords:
Academic Relational Positioning, Lexico-Pragmatic Development, Digitally Mediated Interaction, Micro-Longitudinal Analysis, EFL Higher Education
Abstract
In the increasingly digitalized era of higher education, digital academic communication spaces have become a primary arena for the formation of academic identity and legitimacy. Although studies on EFL communicative competence and digital pragmatics continue to grow, few studies have explored micro-longitudinally how lexico-pragmatic development contributes to the formation of academic relational positioning in digitally mediated academic interactions. This study aims to investigate the trajectory of this development in the context of EFL higher education. The study employed an ethnographically informed longitudinal qualitative inquiry design involving 12 students and 2 lecturers over one semester. Data in the form of authentic archives of digital interactions (WhatsApp groups and LMS) were collected through systematic archiving and analyzed using a theoretically informed qualitative analysis grounded in positioning theory and relational work. The results show a shift from formulaic minimalism to collocational alignment, an expansion of the lexico-pragmatic repertoire, and a more contextual and strategic relational orchestration stage. These findings confirm that the development of academic competence is not solely linguistic, but also relational and institutional. This study concludes that digitally mediated interaction is a crucial space for the process of academic discourse socialization in digitalized higher education.
References
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Ntumi, Simon, Joshua-Luther Ndoye Upoalkpajor, and Daniel Gyapong Nimo. “Culturally Responsive Assessment of Help-Seeking Behavior among University Students: A Mediation-Moderation Analysis of Cultural Norms, Mental Health Stigma, and Digital Engagement across Cross-Cultural Contexts.” BMC Psychology 13, no. 1 (August 15, 2025): 922. https://doi.org/10.1186/s40359-025-03256-0.
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Nurhikmah, Andi, Anugerah Febrian Syam, and Areski Wahid. “HUMOR, POLITENESS, AND INTIMACY IN FAMILY COMMUNICATION: TRACING EFL LEARNERS’ SOCIOLINGUISTIC DEVELOPMENT THROUGH DAILY WHATSAPP EXCHANGES.” KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 7, no. 2 (August 10, 2025): 1190–1204. https://doi.org/10.52208/klasikal.v7i2.1559.
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Sung, Chit Cheung Matthew. “Agency and Feedback-Seeking: Academic English Socialization of L2 Students in Hong Kong.” Language and Education 37, no. 3 (May 4, 2023): 364–82. https://doi.org/10.1080/09500782.2022.2085048.
Syam, Anugerah Febrian, and Andi Nurhikmah. “Mindfulness, Humility, and Reflexivity: Tracing Intercultural Growth in Family-Based EFL Interaction.” IJOLEH : International Journal of Education and Humanities 4, no. 2 (November 24, 2025): 203–20. https://doi.org/10.56314/ijoleh.v4i2.425.
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Zhou, Qing, and Tatiana V. Larina. “Power and Solidarity in Pronominal Forms of Address: A Case Study of Chinese and Russian Teacher-Student Interactions.” Training, Language and Culture 8, no. 1 (March 25, 2024): 87–100. https://doi.org/10.22363/2521-442X-2024-8-1-87-100.
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Almashour, Mohamad, Hesham Aldamen, Marwan Jarrah, and Mutasim Al-Deaibes. “Translanguaging in Jordanian EFL Assessment: Cognitive Scaffolding, Identity Expression, and Institutional Friction.” System 137 (February 2026): 103917. https://doi.org/10.1016/j.system.2025.103917.
Altakhaineh, Abdel Rahman, Marwa Abu Hasheish, and Dana Hamaydeh. “Pragmatic Failures in Intercultural Communication: Evidence from Jordan.” PSYCHOLINGUISTICS 36, no. 2 (November 30, 2024): 38–62. https://doi.org/10.31470/2309-1797-2024-36-2-38-62.
Betz, Emma, and Alexandra Gubina. “On Stance-Taking with One-Sided vs. Two-Sided Shoulder Lifts in German Talk-in-Interaction.” Frontiers in Psychology 16 (April 28, 2025). https://doi.org/10.3389/fpsyg.2025.1509988.
Burhan-Horasanlı, Elif. “Conference Presentation Preparation Sessions as a Site for Academic Discourse Socialization in an Engineering Research Team.” English for Specific Purposes 76 (October 2024): 41–56. https://doi.org/10.1016/j.esp.2024.06.002.
Cancino, Marco, and Jonathan Iturrieta. “Assessing the Impact of the Lexical Approach on EFL Perceived Oral Proficiency: What Is the Role of Formulaic Sequences?” Vigo International Journal of Applied Linguistics, no. 19 (January 21, 2022): 41–66. https://doi.org/10.35869/vial.v0i19.3759.
Chung, Edsoulla, and Eunice Tang. “Understanding Politeness in an Online Community of Practice for Chinese ESL Teachers: Implications for Sustainable Professional Development in the Digital Era.” Sustainability 14, no. 18 (September 7, 2022): 11183. https://doi.org/10.3390/su141811183.
East, Martin, and Danping Wang. “Advancing the Communicative Language Teaching Agenda: What Place for Translanguaging in Task-Based Language Teaching?” The Language Learning Journal 53, no. 6 (November 2, 2025): 702–14. https://doi.org/10.1080/09571736.2024.2380278.
Edelsbrunner, Peter A., Sarah Malone, Sarah I. Hofer, Stefan Küchemann, Jochen Kuhn, Roman Schmid, Kristin Altmeyer, Roland Brünken, and Andreas Lichtenberger. “The Relation of Representational Competence and Conceptual Knowledge in Female and Male Undergraduates.” International Journal of STEM Education 10, no. 1 (June 21, 2023): 44. https://doi.org/10.1186/s40594-023-00435-6.
Eslami, Zohreh R., Tatiana Viktorovna Larina, and Roya Pashmforoosh. “Identity, Politeness and Discursive Practices in a Changing World.” Russian Journal of Linguistics 27, no. 1 (December 15, 2023): 7–38. https://doi.org/10.22363/2687-0088-34051.
Essabari, Samira, and Brahim Hiba. “Democratizing the EFL Classroom: The Impact of a Negotiated Syllabus on Student Voice and Critical Engagement.” Curriculum Perspectives 45, no. 2 (September 11, 2025): 149–61. https://doi.org/10.1007/s41297-025-00303-z.
Fu, Yanli, and Phoenix W.Y. Lam. “From Contrast to Communicational Practice: The Discourse Marker ‘but’ in Chinese and British Media Interviews.” Journal of Pragmatics 254 (March 2026): 81–90. https://doi.org/10.1016/j.pragma.2025.12.017.
Gholami, Leila. “Oral Corrective Feedback and Learner Uptake in L2 Classrooms: Non-Formulaic vs. Formulaic Errors.” Language Teaching Research 28, no. 3 (May 8, 2024): 860–93. https://doi.org/10.1177/13621688211021560.
Hanushek, Eric A., Lavinia Kinne, Frauke Witthöft, and Ludger Woessmann. “Age and Cognitive Skills: Use It or Lose It.” Science Advances 11, no. 10 (March 7, 2025). https://doi.org/10.1126/sciadv.ads1560.
Jeong, Allan, and Ming Ming Chiu. “The Effects of Politeness in Shaping Discourse in Online Debates.” Distance Education 46, no. 2 (April 3, 2025): 253–71. https://doi.org/10.1080/01587919.2024.2353257.
Jiang, Feng Kevin, and Ken Hyland. “EAP in a Changing World: Towards a New Research Agenda.” Journal of English for Academic Purposes 80 (March 2026): 101647. https://doi.org/10.1016/j.jeap.2026.101647.
Kayas, Oliver G., Karl Matikonis, Eleanor E. Cranmer, and Jorge Pereira Campos. “Socially Negotiating Privacy Boundaries and Academic Identities.” Studies in Higher Education 49, no. 7 (July 2, 2024): 1241–52. https://doi.org/10.1080/03075079.2023.2262507.
Kentmen, Hazel, Emre Debreli, and Mehmet Ali Yavuz. “Assessing Tertiary Turkish EFL Learners’ Pragmatic Competence Regarding Speech Acts and Conversational Implicatures.” Sustainability 15, no. 4 (February 19, 2023): 3800. https://doi.org/10.3390/su15043800.
Kim, YouJin, Sanghee Kang, Meredith D’Arienzo, and Naoko Taguchi. “Comparing Traditional and Task-Based Approaches to Teaching Pragmatics: Task Design Processes and Learning Outcomes.” Language Teaching Research, October 15, 2023. https://doi.org/10.1177/13621688231195876.
Kurt, Berker, and Hüseyin Kafes. “The Role of Disciplinary Enculturation in Stance-Taking in L2 Academic Writing.” Acta Psychologica 260 (October 2025): 105720. https://doi.org/10.1016/j.actpsy.2025.105720.
Li, Fangfei, and Ye Han. “Chinese International Students’ Identity (Re)Construction Mediated by Teacher Feedback: Through the Lens of Academic Discourse Socialisation.” Journal of English for Academic Purposes 61 (January 2023): 101211. https://doi.org/10.1016/j.jeap.2022.101211.
Liu, Qian, and Wei Cheng. “‘I’m Telling You’: The Use of Interactional Metadiscourse in Chinese Live Streaming Commerce.” Journal of Pragmatics 237 (February 2025): 14–29. https://doi.org/10.1016/j.pragma.2025.01.001.
Mora, Joan C., and Ingrid Mora-Plaza. “From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching.” Education Sciences 13, no. 10 (October 17, 2023): 1042. https://doi.org/10.3390/educsci13101042.
Nhat Tuan, Nguyen, To Ngan Ha, Vu Thuy Duong, and Vu Thi Huyen. “Developing Genre and Pragmatic Competence Through Service-Learning: A Discourse-Based Study in a Vietnamese Transnational Hospitality ESP Programme.” 3L The Southeast Asian Journal of English Language Studies 31, no. 4 (December 8, 2025): 169–84. https://doi.org/10.17576/3L-2025-3104-12.
Ntumi, Simon, Joshua-Luther Ndoye Upoalkpajor, and Daniel Gyapong Nimo. “Culturally Responsive Assessment of Help-Seeking Behavior among University Students: A Mediation-Moderation Analysis of Cultural Norms, Mental Health Stigma, and Digital Engagement across Cross-Cultural Contexts.” BMC Psychology 13, no. 1 (August 15, 2025): 922. https://doi.org/10.1186/s40359-025-03256-0.
Nurhikmah, Andi, Anugerah Febrian Syam, and Sumrah AP. “Lecturer Attitudes on Cross-Cultural Practices in EFL Online Teaching.” Elsya : Journal of English Language Studies 5, no. 1 (February 19, 2023): 27–44. https://doi.org/10.31849/elsya.v5i1.11588.
Nurhikmah, Andi, Anugerah Febrian Syam, and Areski Wahid. “HUMOR, POLITENESS, AND INTIMACY IN FAMILY COMMUNICATION: TRACING EFL LEARNERS’ SOCIOLINGUISTIC DEVELOPMENT THROUGH DAILY WHATSAPP EXCHANGES.” KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 7, no. 2 (August 10, 2025): 1190–1204. https://doi.org/10.52208/klasikal.v7i2.1559.
Peng, Hao, and Peipei Zhou. “Digital Discourse: We-Media’s Impact on Pragmatic Competence in College Students.” Interactive Learning Environments, June 2, 2025, 1–36. https://doi.org/10.1080/10494820.2025.2508321.
Perrotta, Carlo, and Luci Pangrazio. “The Critical Study of Digital Platforms and Infrastructures: Current Issues and New Agendas for Education Technology Research.” Education Policy Analysis Archives 31 (December 12, 2023). https://doi.org/10.14507/epaa.31.7952.
Prasetyo, Teguh, Helmia Tasti Adri, and Fachri Helmanto. “The Role of Lecturer–Student Interaction in Developing Critical Thinking Skills: Insights from a Private University in Indonesia.” F1000Research 14 (December 26, 2025): 1455. https://doi.org/10.12688/f1000research.173679.1.
Purington Drake, Amanda, Philipp K. Masur, Natalie N. Bazarova, Wenting Zou, and Janis Whitlock. “The Youth Social Media Literacy Inventory: Development and Validation Using Item Response Theory in the US.” Journal of Children and Media 17, no. 4 (October 2, 2023): 467–87. https://doi.org/10.1080/17482798.2023.2230493.
Rozenvalde, Kerttu. “‘My English Skills Are a Huge Benefit to Me’: What Local Students’ Narratives Reveal About Language Ideologies at the University of Tartu.” Languages 10, no. 10 (September 25, 2025): 248. https://doi.org/10.3390/languages10100248.
Smith, Madeline L., Rachel Nordfelt, Jennah Daley, and Carissa D’Aniello. “Not Just Semantics: A Synthesis of Narrative Therapy and Linguistic Relativity as Applied to Spanish-Speaking Bilingual Clients.” Contemporary Family Therapy 46, no. 1 (March 9, 2024): 100–111. https://doi.org/10.1007/s10591-023-09670-z.
Smyslova, Sofya. “Online Higher Education in Exile: Futurity amid Political Crises.” Globalisation, Societies and Education 24, no. 1 (January 2, 2026): 114–27. https://doi.org/10.1080/14767724.2025.2557460.
Sung, Chit Cheung Matthew. “Agency and Feedback-Seeking: Academic English Socialization of L2 Students in Hong Kong.” Language and Education 37, no. 3 (May 4, 2023): 364–82. https://doi.org/10.1080/09500782.2022.2085048.
Syam, Anugerah Febrian, and Andi Nurhikmah. “Mindfulness, Humility, and Reflexivity: Tracing Intercultural Growth in Family-Based EFL Interaction.” IJOLEH : International Journal of Education and Humanities 4, no. 2 (November 24, 2025): 203–20. https://doi.org/10.56314/ijoleh.v4i2.425.
Wang, Yu, and Yue Zhu. “Unlocking Futures Literacy: Essential Skills for Students for an Evolving World.” Cogent Education 12, no. 1 (December 31, 2025). https://doi.org/10.1080/2331186X.2025.2588021.
Wei, Ran, and Xiaoyan Zhao. “Effects of Task-Based Language Teaching on Functional Adequacy in L2 Writing.” Assessing Writing 60 (April 2024): 100838. https://doi.org/10.1016/j.asw.2024.100838.
Zheng, Yongyan, Lourdes Ortega, Simona Pekarek Doehler, Miyuki Sasaki, Søren Wind Eskildsen, and Xuesong (Andy) Gao. “Praxeology, Humanism, Equity, and Mixed Methods: Four Pillars for Advancing Second Language Acquisition and Teaching.” The Modern Language Journal 109, no. S1 (January 19, 2025): 64–89. https://doi.org/10.1111/modl.12977.
Zhou, Qing, and Tatiana V. Larina. “Power and Solidarity in Pronominal Forms of Address: A Case Study of Chinese and Russian Teacher-Student Interactions.” Training, Language and Culture 8, no. 1 (March 25, 2024): 87–100. https://doi.org/10.22363/2521-442X-2024-8-1-87-100.
Published
2026-04-13
How to Cite
Nurhikmah, A., & Syam, A. (2026). Academic Relational Positioning in EFL Higher Education: Lexico-Pragmatic Development Across Digitally Mediated Interaction. Borneo Journal of Language and Education, 6(1), 79-99. https://doi.org/10.21093/benjole.v6i1.12734
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Articles
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