Teachers’ responses to students’ homework complaints in e-mailcommunication: A cross-cultural perspective

Abstract

While language teachers may assign additional homework based on their educational beliefs and institutional policies, learners’ responses, particularly complaints, are shaped by underlying cultural norms and expectations. The way teachers respond to such complaints reflects culture-specific styles of teacher–student interaction. This study aims to explore the lingua-cultural factors shaping teachers’ perspectives on homework, their complaint response strategies (CRSs), and the linguistic features of these strategies. Accordingly, this study examined the perspectives of 32 native English-speaking teachers (NESTs) and 54 Turkish non-native English-speaking teachers (NNESTs) on homework, as well as their strategies for addressing student complaints about homework in the Turkish educational context. Data were collected using a survey and a discourse completion task. Results indicated that both groups valued homework for reinforcing learning and improving achievement. NESTs prioritized student autonomy and self-directed learning, while NNESTs favored structured, guided assignments tailored to student needs. In responding to complaints, NESTs often used commiseration strategies, whereas NNESTs employed authoritative approaches, using imperatives, passive voice, and modal verbs. Despite these differences, both groups relied on guidance and explanation as their primary strategy, promoting constructive dialogue and resolving concerns. Results highlight the significance of considering the diverse pedagogical approaches adopted by NESTs and NNESTs, as well as the distinct linguistic choices they make in complaint responses, which reflect underlying cultural interactional norms and have implications for intercultural communication in language classrooms. It is important to appreciate these differences in order to foster a collaborative and culturally sensitive educational environment.