The Dichotomy of Thumbs-Up Emoji in Online Conversations
DOI:
https://doi.org/10.23887/ijerr.v7i2.75698Kata Kunci:
emoji, online communication, systematic literature reviewAbstrak
Emojis have standard meanings, but their interpretations are not universally agreed upon. This discrepancy becomes evident when determining the appropriate use of the thumbs-up emoji, considering its cultural sensitivity and contextual appropriateness. Therefore, this study aims to analyze both positive and negative interpretations of this emoji in online conversations and identify solutions to address potential misinterpretations. Employing a systematic literature review (SLR), the researcher screened 39 records, considering them for review based on inclusion-exclusion criteria such as having full-text articles published in peer-reviewed journals, written in English, and published between 2013 and 2023. After conducting a thematic analysis, it was revealed that the appropriateness of using the thumbs-up emoji varies depending on cultural and social backgrounds, influencing whether individuals find it acceptable for online conversations. Specifically, four positive interpretations of this emoji are that it is used for approval and acceptance, commendation and recognition, affirmation, encouragement, and a supportive gesture. Additionally, two negative interpretations were revealed: it can be seen as offensive and disrespectful in some cultures and inappropriate to use during a crisis. Despite this dichotomy of the thumbs-up emoji, some solutions emerged to address misunderstandings, such as restricting its usage in serious matters, combining the thumbs-up emoji with other elements, and sending a text message instead. Therefore, it is concluded that while some view this emoji positively, its interpretation differs based on cultural and social backgrounds. Thus, effective communication is not solely about one party adapting to another's preferences; it involves mutual adjustment for a seamless conversation flow.
Referensi
Abbaspour, H., Moonaghi, H., Kareshki, H., & Esmaeili, H. (2022). Positive consequences of the hidden curriculum in undergraduate nursing education: An integrative review. Iranian Journal of Nursing and Midwifery Research, 27(3), 169. https://doi.org/10.4103/ijnmr.ijnmr_325_21.
Al Zidjaly, N. (2017). Memes as reasonably hostile laments: A discourse analysis of political dissent in Oman. Discourse & Society, 28(6), 573–594. https://doi.org/10.1177/0957926517721083.
Al Zou’bi, R., & Shamma, F. (2021). Assessing instructors’ usage of emojis in distance education during the COVID-19 pandemic. Cypriot Journal of Educational Science, 16(1), 201 – 2019. https://doi.org/10.18844/cjes.v16i1.5520.
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2022). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380–400. https://doi.org/10.1108/AEDS-06-2020-0131.
Alharbi, A., & Mahzari, M. (2023). The pragmatic functions of emojis in Arabic tweets. Frontiers in Psychology, 13, 1 – 14. https://doi.org/10.3389/fpsyg.2022.1059672.
Bai, Q., Dan, Q., Mu, Z., & Yang, M. (2019). A systematic review of emoji: Current research and future perspectives. Frontiers of Psychology, 10, 1 – 16. https://doi.org/10.3389/fpsyg.2019.02221.
Blakenship, M., Saladino, C., & Brown, W. E. (2020). COVID-19: Economy recovery, twitter, and public perception of Las Vegas. Economic Development and Workforce Fact Sheet, 18, 1 – 6. https://digitalscholarship.unlv.edu/bmw_lincy_econdev/18.
Bojkovsky, M., & Pikuliak, M. (2019). STUFIIT at SemEval-2019 Task 5: Multilingual hate speech detection on Twitter with MUSE and ELMo embeddings. Proceedings of the 13th International Workshop on Semantic Evaluation, 464–468. https://doi.org/10.18653/v1/S19-2082.
Boys, C. (2018). Nine ways to use emojis in the English classroom. British Council. https://www.britishcouncil.org/voices-magazine/emojis-english-language-.
Day, G., Robert, G., Leedman-Green, K., & Rafferty, A. M. (2021). An outbreak of appreciation: A discursive analysis of tweets of gratitude expressed to the National Health Service at the outset of the COVID-19 pandemic. Health Expectations, 25(1), 1 – 14. https://doi.org/10.1111/hex.13359.
Delobelle, P., & Berendt, B. (2019). Time to take emoji seriously: They vastly improve casual conversational models. Computation and Language, 1, 11. https://doi.org/10.48550/arXiv.1910.13793.
Escouflaire, L. (2020). Building a typology of the linguistic functions of emoji: A cross- linguistic and cross platform corpus analysis of emoji in conversation. http://hdl.handle.net/10852/79377.
Faris, I. N. I., Budiarti, D., & Permadi, A. (2020). Emojis in Indonesian intergenerational family WhatsApp group. Advanced in Social Science, Education and Humanities, 546, 217 – 2224. https://doi.org/10.2991/assehr.k.210427.033.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 1–18. https://doi.org/10.3390/soc10040086.
Fitriyani, F., Hengki, H., & Aprizani, Y. (2021). Junior high school students’ interest in English speaking supported by classmates and teacher. In Proceeding to Studium Generale 2021 (pp. 191–199). Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin. https://ojs.uniska-bjm.ac.id/index.php/PIUOK/article/view/6718.
Ge, J., & Gretzel, U. (2018). Emoji rhetoric: A social influencer perspective. Journal of Marketing Management, 34(15–16), 1 – 24. https://doi.org/10.1080/0267257X.1483960.
Globokar, R. (2018). Impact of digital media on emotional, social and moral development of children. Novaprisutnost, 16(3), 545 – 560. https://doi.org/10.31192/np.16.3.8.
Griggio, C. F., McGrenere, J., & Mackay, W. E. (2019). Customizations and expressions breakdowns in ecosystems of communication apps. Proceedings of the ACM on Human-Computer Interaction, 1 – 26. https://doi.org/10.1145/3359128.
Grodeck, B., & Grossman, P. J. (2022). Thumbs down for the thumbs up emoji: Experimental evidence on the impact of instantaneous positive reinforcement on charitable giving. SRRN. https://doi.org/10.2139/srrn.4010270.
Gullberg, K. (2016). Laughing face with tears of joy: A study of the production and interpretation of emojis among Swedish university students. https://lup.lub.lu.se/student-papers/record/8903284/file/8903285.pdf.
Hakami, S., Hendly, R. J., & Smith, P. (2022). Arabic emoji sentiment lexicon (Arab-ESL): A comparison between Arabic and European emoji sentiment lexicons. Proceedings of the OSACT 2022 Workshop, 51–59. https://aclanthology.org/2021.wanlp-1.7.
Hanafi, Y., Bari, D., & Hadijah, H. (2021). A semiotic analysis of emoticon symbols on WhatsApp Messenger in students’ chat activities. Tamaddun, 20(1), 92 – 105. https://doi.org/10.33096/tamaddun.v20i1.92.
Hardiyanti, W. E., Ilham, M., Suziman, A., & Astriyani, A. (2020). The Use of Emojis To Improve Well-Being And Language Skills In Early Childhood. Early Childhood: Journal of Education, 3(2), 15–25. https://doi.org/10.35568/earlychildhood.v3i2.653.
Herring, S., & Dainas, A. R. (2018). Receiver interpretations of emoji functions: A gender perspective. In S. Wijeratne, E. Kiciman, H. Saggion, & A. Sheth (Eds.), Proceedings of the 1st International Workshop on Emoji Understanding and Applications in Social Media (Emoji2018). CEUR Workshop Proceedings. https://www.researchgate.net/profile/Ashley-Dainas-2/publication/342216416.
Hidayat, D. N., Abrizal, A., & Alek, A. (2019). A multimodal discourse analysis of the interpersonal meaning of a television advertisement in Indonesia. IJEE (Indonesian Journal of English Education), 5(2), 119–126. https://doi.org/10.15408/ijee.v5i2.11188.
Ismael, A., & Kumar, N. (2019). Empowerment on the margins. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–15. https://doi.org/10.1145/3290605.3300329.
Jenner, M. J. (2022). Revisiting emotions: An analysis of contemporary perceptions of facial expression. https://hdl.handle.net/10539/34118.
Kahar, R., & Habil, H. (2021). WhatsApp conversations using belf in Malaysian-Turkish business communication: Analyzing interactional structure using speech acts theory. In H. Habil & C. Mason (Eds.), The Second Malaysian Association of Applied Linguistics International Conference. Malaysian Association of Applied Linguistics. http://irep.iium.edu.my/93135/4/MALLIC-E-PROGRAM-BOOKV49.pdf.
Kearns, A., Gallagher, A., & Cronin, J. (2021). Quality in the time of chaos: Reflections from teaching, learning and practice. Perspective, 6(5), 1310 – 1314. https://doi.org/10.1044/2021_PERSP-21-00095.
Kousar, A., Memon, S., & Ali Simming, I. (2020). The pragmatic analysis of ?, ?, ✌️emojis by ESL learners in verbal modalities: A case study of WhatsApp chat. International Journal of Computer Science and Network Security, 20(10), 199 – 205. https://doi.org/10.22937/IJCSNC.2020.20.10.25.
Kysh, L. (2013). Difference between a systematic review and a literature review. Medical Library Group of Southern California & Arizona (MLGSCA) and the Northern California and Nevada Medical Library Group (NCNMLG) Joint Meeting. https://doi.org/10.6084/m9.figshare.766364.
Lewis, B., Matejka, M., Grossman, T., & Fitzmaurice, G. (2021). Slacktivity: Scaling for large organizations. Graphics Interface 2021 Conference Second Cycle. https://openreview.net/forum?id=2RMSIdhlfH9.
Lexander, K. V, & Androutsopoulos, J. (2023). Multilingual families in a digital age: Mediational repertoires and transnational practices. Routledge. https://doi.org/10.4324/9781003227311-6.
Li, L., & Yang, Y. (2018). Pragmatic functions of emoji in internet-based communication: A corpus-based study. Asian-Pacific Journal of Second and Foreign Language Education, 3(16), 1 – 12. https://doi.org/10.1186/s40862-018-0057-z.
Maryam, F., Mushtaq, F., Sumaira, S., & Shahzadi, H. (2020). Culturally ostracized emoji: A semiotic analysis of emojis and emoticons. Review of Education, Administration and Law (REAL, 3(3), 457 – 469. https://doi.org/10.47067/real.v3i3.91.
McLean, D., Chiavaroli, N., Denniston, C., & Richardson, M. (2022). In-verse reflection: structured creative writing exercises to promote reflective learning in medical students. Journal of Medical Humanities, 43(3), 493–504. https://doi.org/10.1007/s10912-022-09740-7.
Missirian, D. E. (2021). The use of emoji in international communication: A cultural bridge for businesses or a potential pitfall. American Journal of Trade and Policy, 8(2), 147 – 154. https://doi.org/10.18034/ajtp.v8i2.538.
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & Group, P. R. I. S. M. A.-P. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1). https://doi.org/10.1186/2046-4053-4-1.
Muhammad, H. A., & Nasim, S. H. (2023). Translating polysemous emojis into Kurdish: An empirical study. International Journal of Social Sciences and Educational Studies, 10(1), 218 – 263. https://sangarnajim.com/wp-content/uploads/2023/11/Translating-Polysemous-Emojis-into-Kurdish-An-Empirical-Study-2.pdf.
Norwanto, N., & Risdianto, F. (2022). The norm establishment in WhatsApp group conversations. Journal of Language and Literature, 22(2), 504 – 507. https://doi.org/10.24071/joll.v22i2.4810.
Okoli, C. (2015). A guide to conducting a standalone systematic literature review. Communications of the Association for Information Systems, 37(43), 879–910. https://hal.science/hal-01574600/.
Park, S. Y., & Lee, S. W. (2023). Why “why”? the importance of communicating rationales for edits in collaborative writing. Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems, 1 – 25. https://doi.org/10.1145/3544548.3581345.
Pelila, J. O., & Palangyos, A. C. (2021). Consolidated reading strategies used in comprehending text from various studies: A systematic literature review. Journal of Language Education and Educational Technology, 6(2). https://doi.org/10.33772/jleet.v6i2.20019.
Pennington, J. W., & Thomsen, R. C. (2010). A semiotic model of destination representations applied to cultural and heritage tourism marketing. Scandinavian Journal of Hospitality and Tourism, 10(1), 33–53. https://doi.org/10.1080/15022250903561895.
Piotrowska, C. M. (2022). Lockdown language: Online communication in South Africa during the COVID-19 pandemic. http://hdl.handle.net/10394/40134.
Piotrowska, I., Cichoń, M., Sypniewski, J., & Abramowicz, D. (2022). Application of Inquiry-Based Science Education, Anticipatory Learning Strategy, and Project-Based Learning Strategies. In Didactic Strategies and Resources for Innovative Geography Teaching, 23–50. https://doi.org/10.4018/978-1-7998-9598-5.ch002.
Prasetyo, A., Aini, N., Aulia, A., Kurniasari, D., & Ariando, W. (2022). The Effectiveness Interpersonal Communication Increasing Success of Pokdarwis Arumsari. Habitat, 33(3), 231–240. https://doi.org/10.21776/ub.habitat.2022.033.3.23.
Reeves, J. L., Gunter, G. A., Braga, J., & Racilan, M. (2022). Using the community of inquiry framework to analyze emojis as an emerging language in an online educational experience via WhatsApp. Documentacao de Estudos Em Linguistica Teorica e Aplicada, 38(2), 1 – 34. https://doi.org/10.1590/1678-460X202238252396.
Sampietro, A. (2019). Emoji and rapport management in Spanish WhatsApp chats. Journal of Pragmatics, 143, 109–120. https://doi.org/10.1016/j.pragma.2019.02.009.
Schneebeli, C. (2017). The interplay of emoji, emoticons, and verbal modalities in CMC: A case study of Youtube comments. VINM 2017: Visualizing (in) the New Media. HAL Open Science. https://shs.hal.science/halshs-01632753/document.
Sugiyama, S. (2018). The emoji and the management of social boundaries. In K. Roy (Ed.), Interrogating Boundaries in our Twenty-First Century World (pp. 19–33). Intervalla Platform Intellectual Exchange.
Sun, W., & Yu, H. (2020). WeChatting the Australian election: Mandarin-speaking migrants and the teaching of new citizenship practices. Social Media + Society, 6(1), 1–14. https://doi.org/10.1177/2056305120903441.
Sweeney, T. (2021). Take note, Stephen Donnelly: The ‘thumbs up’ emoji is the most passive- aggressive of all. The Irish Times, 1 4473009. https://www.irishtimes.com/culture/tv-radio-.
Titarenko, L., & Little, C. B. (2017). International Cross-Cultural Online Learning and Teaching: Effective Tools and Approaches. American Journal of Distance Education, 31(2), 112–127. https://doi.org/10.1080/08923647.2017.1306767.
Vogiatzis, D., Charitonos, K., Giaxiglou, K., & Lewis, T. (2022). Can WhatsApp facilitate interaction? A case study of adult language learning. In B. Rienties, R. Hampel, E. Scanlon, & D. Whitelock (Eds.), Open Learning (pp. 44 – 62). Routledge. https://doi.org/10.4324/9781003177098-5.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2024 John Rey Pelila
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Indonesian Journal of Educational Research and Review (IJERR) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)