抄録
This study investigates how teaching staff and administrators adhere to or bypass Leech’s politeness maxims when composing asynchronous messages in Iraqi educational announcement groups, particularly in the absence of immediate feedback from students. The study analyzes messages written by teaching staff and administrators at the Department of English, College of Education for Humanities, at the University of Mosul and Al-Noor University during the 2024-2025 academic year. Leech's (1983) politeness maxims have been adopted as the framework for data analysis. Using a qualitative research design, the study examines the influence of different types of announcements on the observance and non-observance of these maxims. A pattern reason analysis has been used for data analysis. The findings show valuable insights into the dynamics of polite communication in online educational settings, where interactions are delayed and non-reciprocal. They indicate that only certain types of speech acts are employed in asynchronous announcements, and only Tact, Approbation, and Agreement maxims are either violated or observed in asynchronous announcements. Two different sets of recurrent behaviors are collectively used when a given maxim is either observed or violated. Finally, the findings indicate that a kind of reciprocal dependency exists between the particular nature of asynchronous announcements and the recurrent behaviors used either to observe or to violate the maxims.
https://ror.org/039cf4q47 
