Apology Strategy use in L2 English

Vasfiye Geckin

doi:10.19126/suje.1679978

Apology Strategy use in L2 English

Abstract

This study examined intercultural pragmatic competence in the realization of apologies by B2 level Turkish learners of English (n=103). The aim was to explore the way task type and gender influence the level of directness in the use of apology strategies in English within the Speech Act and Politeness Theory. The participants were asked to complete a written discourse completion task and a multiple-choice discourse elicitation task. The qualitative data was analysed using categories of apology strategies identified in the framework proposed by Olshtain and Cohen (1983). Responses obtained from the multiple-choice discourse elicitation task constituted the quantitative data. A binomial generalised linear mixed-effects model was developed by taking gender (male vs. female) and task (production vs. recognition) as the main factors and directness (direct vs. indirect) of apologies as the outcome variable. The findings showed that only task type was a key predictor of directness in the apology strategies employed, with both male and female learners favouring indirect apology strategies such as explanations and efforts to repair the offense primarily while responding to the given apology scenarios. For pragmatically effective communication in the target language, contextualized and reflective learning opportunities can be encouraged in second language classrooms.

Keywords

Ethical Statement

This research is approved by İzmir Demokrasi University Social Sciences Ethical Board with decision number 2023/01-04 on 3.1.2023.

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Details

Primary Language

English

Subjects

Classroom Education, Learning Analytics

Journal Section

Research Article

Authors

Vasfiye Geckin ^*
0000-0001-8532-8627
Türkiye

Early Pub Date

July 24, 2026

Publication Date

August 10, 2026

Submission Date

April 19, 2025

Acceptance Date

May 20, 2026

Published in Issue

Year 2026 Volume: 16 Number: 2

DOI

https://doi.org/10.19126/suje.1679978

IZ

https://izlik.org/JA72KH32ZG

Cite

RIS / Bibtex

APA

Geckin, V. (2026). Apology Strategy use in L2 English. Sakarya University Journal of Education, 16(2), 171-189. https://doi.org/10.19126/suje.1679978

AMA

1.Geckin V. Apology Strategy use in L2 English. SUJE. 2026;16(2):171-189. doi:10.19126/suje.1679978

Chicago

Geckin, Vasfiye. 2026. “Apology Strategy Use in L2 English”. Sakarya University Journal of Education 16 (2): 171-89. https://doi.org/10.19126/suje.1679978.

EndNote

Geckin V (August 1, 2026) Apology Strategy use in L2 English. Sakarya University Journal of Education 16 2 171–189.

IEEE

[1]V. Geckin, “Apology Strategy use in L2 English”, SUJE, vol. 16, no. 2, pp. 171–189, Aug. 2026, doi: 10.19126/suje.1679978.

ISNAD

Geckin, Vasfiye. “Apology Strategy Use in L2 English”. Sakarya University Journal of Education 16/2 (August 1, 2026): 171-189. https://doi.org/10.19126/suje.1679978.

JAMA

1.Geckin V. Apology Strategy use in L2 English. SUJE. 2026;16:171–189.

MLA

Geckin, Vasfiye. “Apology Strategy Use in L2 English”. Sakarya University Journal of Education, vol. 16, no. 2, Aug. 2026, pp. 171-89, doi:10.19126/suje.1679978.

Vancouver

1.Vasfiye Geckin. Apology Strategy use in L2 English. SUJE. 2026 Aug. 1;16(2):171-89. doi:10.19126/suje.1679978