Politeness in English for Specific Purposes (ESP) and workplace communication is a vital pragmatic resource

for maintaining professionalism, managing relationships, and negotiating intercultural interactions. This

perspectives. The paper proposes a multi-framework approach to understanding generational politeness in digital

workplaces and outlines implications for ESP pedagogy and workplace communication training. Findings

underscore the need for culturally grounded and generation-responsive ESP curricula that foster pragmatic

competence, digital awareness, and intergenerational communication effectiveness.

Politeness, within the field of pragmatics, refers to the strategic use of language to manage interpersonal

relationships and maintain social harmony. It enables speakers to convey respect, mitigate potential conflicts,

culturally and contextually bound (Arnawa et al., 2022; Daar et al., 2023; Sembiring et al., 2023). Individuals

boundaries, reducing misunderstanding and maintaining professionalism (Hartini et al., 2023; Nursanti et al.,

2023; Nurjaleka et al., 2021). Demonstrating politeness also enhances professional image, fosters teamwork, and

promotes client satisfaction (Mulyadi et al., 2023).

Recent shifts toward digitalised workplace interactions have redefined how politeness is enacted. Digital

platforms such as email, messaging apps, and social media introduce multimodal cues, emojis, punctuation, tone

markers, and response timing that convey empathy and respect in virtual communication (Revita et al., 2023).

However, these evolving norms also blur traditional markers of formality, creating generational differences in

how appropriateness is perceived. Studies in Southeast Asia suggest that cultural

Background continues to influence how politeness is expressed and interpreted in digital contexts, underscoring

the need for context-sensitive digital etiquette (Hartini et al., 2023; Arafah & Hasyim, 2023).

generationally adaptive phenomenon shaped by technological affordances and socio-cultural expectations

(Andriani et al., 2022).

Despite increasing research on workplace communication, studies that situate politeness within ESP and

Southeast Asian contexts remain limited. Existing scholarship often draws heavily on Western- centric models,

leaving gaps in how politeness is negotiated in culturally diverse, multilingual, and digital professional settings

(Nurjaleka et al., 2021; Hartini et al., 2023). Addressing this gap is vital for both pragmatic research and ESP

pedagogy, as effective workplace communication increasingly requires cultural intelligence and

intergenerational awareness.

To address this, the present paper employs a narrative review approach to synthesise and interpret existing

scholarship on politeness in ESP and workplace communication, focusing on intergenerational (Gen Y and Gen

This paper aims to construct an integrative understanding of how politeness evolves across generations and

digital platforms in ESP workplace communication. Specifically, it seeks to:

1. Compare key theoretical frameworks of politeness and their relevance to ESP contexts.

2. Examine how Gen Y and Gen Z differ in applying politeness strategies in professional and digital

communication.

3. Identify research gaps within Southeast Asian contexts and propose implications for ESP pedagogy and

workplace training.

aims to recognise the hearer's desire not to be imposed upon, often employing indirectness and deference. Finally,

off-record strategies involve indirect language that allows multiple interpretations, thus minimising the

imposition by allowing the hearer to interpret the intention as desired (Rahman & Kurniati, 2021).

Despite its widespread usage and influence on pragmatic research, the theory has faced several critiques. One of

the primary criticisms is the claim of universality, as politeness strategies can vary significantly across different

cultures. Researchers have pointed out that what Brown and Levinson propose might not be applicable to all

linguistic and cultural contexts, highlighting the theory's Western-centric bias (Nurjaleka et al., 2021).

Additionally, the theory's applicability to digital communication has been questioned, as digital interactions often

lack the situational and non-verbal cues that are available in face-to-face communication, challenging how

politeness is understood and expressed in technologically mediated environments (Yaqin et al., 2022).

Leech's Politeness Principle, developed in 1983 and expanded in 2014, offers a set of maxims aimed at

cultural variations and the dynamic nature of politeness. The principles serve as a foundational guideline in

pragmatic linguistics and emphasise the critical role of linguistic choices in maintaining social cohesion

(Nurjaleka et al., 2021).

Spencer-Oatey's Rapport Management framework, introduced in 2000 and expanded in 2008, provides a

comprehensive approach to understanding interpersonal interactions, with an emphasis on maintaining and

negotiating rapport within communication contexts (Sutikno et al., 2023). Initially, in 2000, Spencer-Oatey

defined rapport management as an integral component of interpersonal communication, influenced by social

goals, relational history, and cultural contexts (Sutikno et al., 2023). Her work highlighted the variability of

rapport strategies based on individual and cultural expectations, underscoring the importance of context in

communication. By 2008, Spencer-Oatey had refined her framework to integrate emotional, personal, and

professional dimensions of rapport, advocating for heightened cultural sensitivity. She emphasised that effective

communication, particularly in multicultural and professional settings, requires an awareness of diverse

through compliments or empathy, and negative politeness, which respects an individual's desire for autonomy

through indirectness or hedging (Nursanti et al., 2023). The framework also details impoliteness strategies, such

as bald-on-record communication where direct speech disregards face-threatening implications, and tactics that

deliberately harm the addressee's face, like insults or coercion (Ramli et al., 2023). Culpeper highlights the

significance of social context in interpreting these communicative acts, stressing that factors like cultural norms,

relationships, and situational dynamics crucially impact the effectiveness and interpretation of politeness

strategies (Rasna et al., 2024). The framework is unique in focusing on the speaker's intention, recognising that

impoliteness may be employed to assert dominance or express dissatisfaction, thereby enriching our

understanding of the communicative process (Nurjaleka et al., 2021).

Together, these models reveal that politeness is not a fixed construct but a continuum of relational strategies

(Im)politeness Framework could offer a comprehensive lens to analyse how different generations perceive and

employ politeness strategies. For instance, Brown and Levinson's emphasis on face-saving acts can be juxtaposed

with Spencer-Oatey's focus on rapport management to assess how different age groups prioritise relational goals

in communication (Nurjaleka et al., 2021; Nursanti et al., 2023). Additionally, Leech's maxims, with their

preferences and tendencies toward politeness or assertiveness in various contexts (Daulay et al., 2022).

distinctions and interconnections discussed, Table 1 summarises their key concepts and relevance to ESP and

intergenerational communication.

Communication

preparing them for the nuances of real-world professional engagements where effective communication is key.

This preparation is vital as it allows ESP learners to not only acquire language proficiency but also align their

communication practices with professional standards and expectations (Nursanti et al., 2023).

hierarchy and professionalism, often preferring structured environments with clear chains of command. These

generations are also recognised for their emphasis on workplace formality and adherence to traditional ethos in

team-based settings (Andriani et al., 2022). On the contrary, Millennials and Gen Z, often referred to as digital

natives, tend to favour flatter organisational structures and collaborative teamwork, alongside informal

contrast between digital natives and digital migrants, those who adapt to technology later in life, further

The implications of intergenerational workplace expectations for the ESP curriculum and employability training

are significant, particularly when considering the mismatch of expectations among different age groups. In

workplaces where multiple generations coexist, varying values and expectations can create challenges, especially

in terms of communication and teamwork. This generational divide necessitates an ESP curriculum that is

A review of the existing literature on politeness in ESP and workplace communication reveals several

cultures prevalent in Southeast Asia. As a result, region-specific norms, such as deference to authority,

indirectness, and relational harmony, remain insufficiently theorised within ESP discourse. This theoretical gap

underscores the need for integrated models that combine face-saving, rapport management, and context

sensitivity to explain politeness across cultural and generational boundaries.