CONSTRUCTING KNOWLEDGE AND RESPECT IN WHATSAPP EDUCATIONAL GROUPS: AN SFL MOOD AND MODALITY ANALYSIS

Abstract

This research analyzes 50 WhatsApp group chats of Postgraduate students in Pakistani University. Through Systemic Functional Linguistics (SFL) framework, a qualitative approach was used to focus on mood and modality to explore the collaboration and respectful communication between teachers and students. The findings show that teachers mostly used declarative sentences to give information, provide feedback and share relevant lecture materials. On the other hand, Imperative sentences are used less than declarative sentences,  they are usually softened by polite utterances to order students to complete their responsibilities and organize their tasks well. Interrogative sentences are rarely used to promote conversation and encourage students to give responses to enhance their active participation in WhatsApp educational groups. The use of deontic modality ( show certainty, possibility)and epistemic modality(show obligation, permission) expresses persistent authority conflicts, respect and diversity between groups. This study explores that it is very important to use language carefully to maintain peace and clarity of messages in text based learning groups of technology such as WhatsApp to enhance cooperation and polite interactions between students and teachers.