Email communication is an essential aspect of higher education, with students often sending emails to instructors to ask for clarification on assignments, to schedule appointments, or to request feedback. However, many students struggle with writing effective emails, which can lead to misunderstandings and miscommunication. Research has shown that teaching pragmatic competence can help students write more effective emails. A study by Lee and Lim (2017) analyzed emails sent by Korean students to their instructors and found that students who had received training in pragmatic competence were more successful in communicating their needs and concerns in their emails.The study also found that students who had not received such training tended to write emails that were too direct, informal, or impolite, which could be perceived as disrespectful or unprofessional by instructors. These findings highlight the importance of teaching pragmatic competence in higher education to help students communicate more effectively in academic and professional settings.

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Email communication is a common form of communication between students and instructors in higher education. However, many students struggle with writing effective emails, which can lead to misunderstandings and miscommunication. Research has shown that teaching pragmatic competence can help students write more effective emails.According to Alcón-Soler and Safont-Jordà (2012), «pragmatic competence is essential for effective communication, as it enables individuals to express their intended meanings appropriately, understand the intentions of others, and negotiate meaning in complex social interactions» (p. 77). In the academic context, pragmatic competence is particularly important for students who are required to participate in group discussions, debates, and presentations, as well as to interact with professors and peers in a variety of settings.

A study by Lee and Lim (2017) analyzed emails sent by Korean students to their instructors and found that students who had received training in pragmatic competence were more successful in communicating their needs and concerns in their emails. The study also found that students who had not received such training tended to write emails that were too direct, informal, or impolite, which could be perceived as disrespectful or unprofessional by instructors.For example, Lu (2017) found that Chinese students tended to use overly formal language in their emails, which can be perceived as impolite or insincere by native English-speaking instructors. Similarly, Park (2017) found that Korean students tended to use overly deferential language, which can be seen as lacking confidence or assertiveness. Other studies have focused on specific aspects of pragmatic competence in emails to instructors. For example, Sert (2018) examined how Turkish students used politeness strategies in their emails to instructors. The study found that students used various forms of politeness, such as indirectness and hedging, to show respect and deference to instructors. However, some students overused politeness strategies, which can make their emails sound insincere or ambiguous.Research has also investigated how instructors perceive students’ emails in terms of pragmatic competence. For example, Kuo and Anderson (2010) asked instructors to rate the politeness and appropriateness of emails written by Taiwanese students. The study found that instructors rated emails that used more direct language as more polite and appropriate. This suggests that students may need to balance their use of politeness strategies with directness and clarity.