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All Journal Asian Journal of Social and Humanities Bulletin of Scientific Research in English Education
Timothy Ojochegbe, Ameh
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Decision Sciences, Operations Research & Management Earth & Planetary Sciences Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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English Language Use in Online Communities: An Analysis of Netiquette Timothy Ojochegbe, Ameh; Faith Chubiyo-Ojo, Amanah
Asian Journal of Social and Humanities Vol. 3 No. 3 (2024): Asian Journal of Social and Humanities
Publisher : Pelopor Publikasi Akademika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59888/ajosh.v3i3.472

Abstract

This paper explores the role of the English language in online communities, focusing on the concept of netiquette—(a blend of “network” and “etiquette.”).  It investigates how English is used in online spaces and the role netiquette plays in shaping interactions. It covers the linguistic aspects of netiquette in social media platforms, focusing on grammar, spelling, tone, and stylistic conventions using qualitative analysis of interactions across various platforms.The article also examines challenges to netiquette, such as trolling, cultural barriers, and accessibility issues for non-native speakers, as well as the role of technology in moderating online discourse. By analyzing these dimensions, this study underscores the importance of fostering respectful and effective communication in digital environments and suggests directions for future research on the interplay between netiquette, language, and emerging technologies.) the informal code of conduct that governs online communication. With the rise of social media platforms, forums, and digital communication tools, English has become the dominant language for interaction across diverse online spaces. Netiquette, as a set of guidelines or principles, plays a crucial role in shaping the nature of online discourse. This paper investigates how English is used in these communities, emphasizing the importance of maintaining respectful and effective communication, and examines how language conventions are adapted to suit various online contexts. Through a critical analysis of different online platforms, this study highlights how netiquette affects language use and facilitates (or hinders) communication in the digital world. The findings suggest that understanding and adhering to netiquette not only enhances interaction but also fosters a positive online environment, particularly in cross-cultural and multilingual contexts.
Introducing a New Theory for Reimagining English Language Pedagogy: Immersive Multimodal Interaction Model (IMIM) Nelson Enefola, Oyibo; Timothy Ojochegbe, Ameh; Joseph, Akanya; Adiyono, Adiyono; Anthony, Ogbuji
Bulletin of Scientific Reseach in English Education Vol. 3 No. 2 (2026): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v3i2.85

Abstract

Despite the widespread use of English as a medium of instruction, a persistent gap remains between learners’ exposure to English and their communicative proficiency. Teacher-centred, monomodal, and decontextualized instruction contributes to this challenge, particularly in multilingual African classrooms. This paper proposes the Immersive Multimodal Interaction Model (IMIM) as an integrated, context-responsive framework for English language pedagogy, bringing together immersion, interaction, and multimodality. The study employs a conceptual and theoretical research design. It critically integrates literature on second language acquisition, sociocultural learning theory, communicative language teaching, multimodal pedagogy, and translanguaging. No primary empirical data were collected. The conceptual synthesis produces a three-component pedagogical framework operationalized through a flexible five-stage instructional cycle: immersive exposure, guided interaction, participatory engagement, creative production, and reflective feedback. The proposed model incorporates learners’ existing linguistic repertoires and locally available resources, including narratives, gestures, and visual materials, to support contextualized learning activities. IMIM offers a theoretically grounded approach to inclusive and culturally responsive English language teaching in multilingual and resource-constrained settings. Its implications concern instructional design, curriculum flexibility, and formative assessment emphasizing meaningful communication. However, its effectiveness in improving language proficiency remains a proposition requiring empirical validation through classroom-based research.
Co-Authors Adiyono Anthony, Ogbuji Faith Chubiyo-Ojo, Amanah Joseph, Akanya Nelson Enefola, Oyibo