JoAL Journal of Applied Linguistics JOURNAL OF APPLIED LINGUISTICS Vol.
5 No.
January 2026 e- ISSN 2809 - 1922 , p-ISSN 2809 - 1914 Available online at:
https://journal.
org/index.
php/joal/index An Investigation of the Compliment Responses in Cross-Cultural Communication between Persian and Arabic Native Speakers as EFL Learners Zeinab Azadbakht1*.
Hadi Heidari2 1Department of English Language.
Faculty of Language and Literature.
Arak University.
Markazi Province.
Iran 2PhD Graduate of TEFL.
Imam Khomeini International University (IKIU).
Qazvin.
Iran Correspondence Email : zei.
azadbakht@gmail.
ARTICLE INFO
Abstract Article history:
Received : October 9, 2025 Reviewed : October 11, 2025 Revised : October 14, 2025 Accepted : December 4, 2025 Available online : December 5, 2025 The study followed an explanatory mixed-methods design and investigated the effect of cultural differences on the cross-cultural communication (CR) pattern.
For this aim, sixty Persian and Arabic Native Speakers as EFL Learners were divided into two groups based on their native languages, each group with thirty participants.
At the onset of the study, the Oxford Placement Test examined the homogeneity of the groups in terms of language proficiency.
Moreover, a test consisting of 12 WDCTs was utilized to assess the initial ILP competence of the participants.
All of the learners responded to the items individually.
Finally, based on HolmesAo .
classification consisting of three main categories .
Accept.
Reject, and Evad.
, the collected data were coded by three raters as a Persian and an Arabic native speaker, who were professors of Applied Linguistics, as well as the researcher herself.
The findings of the quantitative phase indicated that Arabic speakers are generally more inclined to acknowledge compliments directly, while Persian speakers tend to downplay praise or respond it indirectly, which reflects deeper cultural norms around humility and face-saving The results of the qualitative phase showed that the speech events of CRs are determined by the shared beliefs and values of the speech community and they are contextually restricted within the communicative patterns, which can only be interpreted as parts of the social and cultural context.
However, both groups indicated that they struggled with the pragmatic norms of English, such as how to appropriately make requests, apologize, or refuse offers.
The findings indicate that due to the inherent socio-cultural differences and implemented strategies of speakers of different languages, they need to acquire the norms of the target culture in order to respond to compliments in an L2.
To put it another way, the interlocutors need to Keywords:
Compliment Responses.
CrossCultural Communication.
Interlanguage Pragmatic.
Persian and Arabic Native Speakers.
WDCT
Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026, authors DOI : 10.
52622/joal.
Journal of Applied Linguistics (JoAL).
Vol.
5 No.
January 2026.
e-ISSN 2809-1922, p-ISSN 2809-1914 find ways to meet the social expectations, in line with the target culture norms.
INTRODUCTION
Pragmatic competence is the ability to communicate efficiently, which necessitates the knowledge beyond grammatical and structural knowledge (Senowarsito, 2.
It has gained prominence within the communicative competence model, initially proposed by Bachman .
Research has shown that native speakers rarely pinpoint pragmatic breakdowns of L2 learners, which can be considered as rude or unfriendly (Ueda, 2.
, or it may be regarded as a sign of arrogance and intolerance for native speakers (Azizi Abarghoui, 2.
Meanwhile, research in the field of interlanguage pragmatics .
enceforth ILP) has shown that even competent L2 usersAo pragmatic performance can dramatically deviate from the L2 established patterns and may fail to transfer the illocutionary meaning intended by the speakers (Kostromitina, 2.
As important features of language learnersAo pragmatic competence, compliments are integral to daily interactions, reflecting cultural values and social hierarchies.
Speakers often utilize different linguistic constructions to express compliments, which may not always align with Persian practices.
This divergence underscores the importance of understanding the sociolinguistic frameworks that govern complimenting behaviors in different cultures.
The responses to compliments can vary widely across cultures, influenced by factors such as politeness strategies, social context, and cultural values.
Research indicates that Persian speakers often utilize specific strategies when responding to compliments, which can differ markedly from those employed by other speakers.
For instance.
Shabani and Zeinali .
highlighted that Persian speakers tend to reject compliments more frequently than their English counterparts, reflecting a cultural inclination towards humility.
This aligns with findings from Pour and Zarei .
, who emphasize that education level influences the use of compliment responses among Persian speakers, suggesting that more educated individuals may adopt different strategies compared to their less educated peers.
In contrast.
Arabic speakers, as noted by Alqarni .
, often respond to compliments in a manner that seeks to maintain social harmony and avoid offense.
The study by Jamil .
further supports this notion, demonstrating that Omani speakers exhibit similar tendencies in their compliment responses, prioritizing relational dynamics over individual acknowledgment.
Despite a growing body of research on CRs in cross-cultural pragmatics, the comparison between Persian and Arab EFL learners is not studied yet, particularly in face-to-face communication settings, and these speakers are mainly compared with native English speakers (Sharifian et al.
, 2.
or they have examined CRs among Persian learners using English as a benchmark for pragmatic norms (Modarres, 2.
In order to determine the compliment responses in cross-cultural communication, the current study investigates the differences between Persian and Arabic native speakers as EFL learners.
The study tries to determine how these two culturally rich groups differ in their use of CR strategiesAi such as acceptance, evasion, and rejectionAiacross various compliment types, in order to contribute to a better understanding of intercultural communication among EFL learners.
Review of the Literature Compliment responses .
CR) as the second part of an adjacency pair are utterances used to respond to statements put forward by speakers, which are characterized by positive values by interlocutors towards the addressees (Al-Gamal, 2017.
Farenkia, 2.
In fact.
A CR is a Auverbal acknowledgement that the recipient of the compliment heard and reacted to itAy (Nelson et al.
, 1996,
One early study focusing specifically on CRs in the context of America is PomerantzAos .
The results of her study showed that a large number of American speakers preferred to disagree and Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
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e-ISSN 2809-1922, p-ISSN 2809-1914 reject CR.
In another study.
Herbert .
assembled a corpus of 1062 CRs among American native speakers and South African learners over a threeAayear period.
The corpus of American native speakers indicated that malesAo compliments were twice as likely to be granted as femalesAo, that female were twice as likely to grant compliments as males.
In an important study in the field.
Sharifian .
collected the data from 42 male and female EFL learners in Iran via two versions of DCT.
The results showed that Persian speakersAo responses to the L1 and L2 compliments included some unique characteristics.
The study indicated that Persian speakers deny, or talk down a talent, skill, or a possession and somehow attribute the compliment to the person who initiated it.
In line with same study, another study conducted by Yousefvand .
extracted and categorized the strategies which Persian speakers used to respond to compliments.
The findings suggested that Persian speakers generally tended to respond to agree with a compliment.
It was followed by showing their modesty, as a factor contextualized within their culture.
However, this study ignores the critical role of sociopragmatic parameters like social position and distance of the two interlocutors in such results.
Besides.
Behnam and Amizadeh .
cross-culturally studied the compliments and CRs of American and Persian speakers.
The data contained two sets of interviews with celebrities, adopted from Oprah WinfreyAos programs and MBC4 channel by American and Iranian celebrities.
The results revealed that in both interviews, compliments were mainly utilized as devices to introduce the guests.
However, they served multiple other functions .
, in acknowledgment or affective performances like establishing rapport and common groun.
Generally speaking, paying compliments and responding to them was more often with Persian speakers than English users.
The researchers attributed this overemphasize on compliments in the Persian data to the undeniable role of cultural norm of whiat is called taarof in Iranian culture.
Due to the consensus over the need to intercultural study.
Karimnia and Afghari .
attempted to explore whether CR behavior of Persian and American native speakers exemplify the politeness strategies of Brown and LevinsonAos .
universal model.
To this aim, they collected a corpus of live interviews from 5 Persian TV channels and 4 English ones.
The results showed that Persian speakers generally tended to avoid acceptance responses in contrast to English speakers.
The reason underlying such tendency among Persian native speakers was that in Persian culture, the norm of shekasteh nafsi more often makes Persian speakers withhold expressions of happiness or gratitude.
Moreover, the ritualistic nature of compliment responses is noted in the work of Moalla .
, who suggests that these responses often serve as formulaic expressions shared within specific speech communities.
Al-Mahrooqi et al.
also observed that many EFL learners struggle with the pragmatic aspects of complimenting, often relying on their native linguistic frameworks, which can lead to misunderstandings in cross-cultural interactions.
Such challenges highlight the necessity for integrating cultural and pragmatic knowledge into language education to enhance communicative Razi .
also contrastively studied the compliment responses between Australian English and Iranian Persian speakers and found that cultural protocols significantly affect how compliments are perceived and responded to.
This is supported by Tayib .
, who emphasized that the strategies for complimenting and responding can vary widely across cultures, necessitating a nuanced understanding of the social contexts in which these interactions occur.
Alotaibi .
highlighted the need for EFL learners to be aware of the cultural nuances associated with compliment responses, as failure to do so can result in inappropriate or ineffective This is particularly relevant for Persian and Arabic speakers, who may encounter each other in diverse contexts, such as business or academic settings, where effective communication is paramount.
Likewise.
Pomerantz .
illustrates the complexities involved in responding to compliments, where multiple constraints and social expectations can influence the response.
This Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
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e-ISSN 2809-1922, p-ISSN 2809-1914 complexity is further compounded by individual differences in personality and socialization, which can lead to varied interpretations of the same compliment across different cultural contexts.
Research indicates that explicit instruction in compliment response strategies enhances their ability to respond appropriately, suggesting that educational interventions can significantly improve pragmatic competence in this area (Sadeghi & Foutooh, 2.
For instance.
Dehkordi and Chalak .
found that after receiving explicit instruction.
Iranian learners showed a marked improvement in their use of acceptance strategies, such as appreciation tokens, which were the most frequently employed responses.
This aligns with findings SaAod .
that emphasize the importance of cultural context and educational materials in shaping learners' responses to compliments.
Moreover, the complexity of compliment responses is underscored by the work of Yu .
, who discusses the sociolinguistic competence required for effective communication across cultures.
Herbert .
also notes that cultural variability significantly influences how compliments are perceived and responded to, with different communities exhibiting distinct norms.
Drawing upon the gap, the current study builds upon the classical view of Wolfson .
, which proposes that people of different regions and cultural backgrounds can have different communicative demands and norms, which can impact their perceptual underpinning and their related practices of compliment responses.
In spite of the numerous studies on CRs .
Allami & Montazeri, 2012.
Golato, 2005.
Mayz-Aryvalo, 2013.
Mohajernia & Solimani, 2013.
Yousefvand, 2.
there is a scarcity of the study that compared compliment behavior of Persian with Arabic Bearing this gap in mind, the following research questions are formulated:
RQ1.
Are there any cross-cultural differences in implementing CR strategies between Persian and Arabic speakers as EFL learners? RQ2.
What are the perspectives of Arab and Iranian EFL learners on CR, their implemented CRs, and their main challenges in cross-cultural communication? METHOD Design The study followed an explanatory mixed-methods design, based on which, the results coming from the initial quantitative phase through answers to WDCT were utilized to conduct an open-ended interview with the participants.
Participants The following two groups of participants participated in the study.
Persian native speakers .
and Arabic native speaker .
The groups consisted of 31 females and 29 males who were between 19 and 23 years of age, with the mean of 21.
Participants were 3rd- and 4th-year students of English Literature and English Translation at universities of Arak who were selected based on convenience sampling as well as the results of the Quick Oxford Placement Test, which determined the homogeneity of their language proficiency.
They had a good command of English to express their ideas and the rationale behind their choices of CR strategies in English.
Moreover, their familiesAo educational level and socioeconomic status was controlled.
They were from families with mideducational levels and mid socioeconomic status.
From out of each group, 5 participants were selected to speak open-endedly about their responses to the initial quantitative phase.
Instruments The Oxford Placement Test (OPT) (Allan, 2.
is a reliable and valid test that is highly effective in grouping students according to their proficiency levels.
Additionally, the OPT was also used to determine the homogeneity of their language proficiency.
It included 60 items to measure Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
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e-ISSN 2809-1922, p-ISSN 2809-1914 participantsAo English proficiency in grammar, vocabulary, and cloze tests.
The reliability index of the OPT, calculated with CronbachAos alpha, was 0.
84 which is acceptable for the current study.
Written discourse completion task Twelve written discourse completion tasks (WDCT), as a pretest, consisted of two main parts be used to assess learnersAo ILP competence.
In the first part, participants be asked to provide information about their age and level.
In the second part, participants be asked to read and react to a modified version of Moalla .
along with some items added by the researcher to assess their ILP There are two reasons beyond selecting the WDCT task.
DCTs can determine a sound pattern of the need to choose socially suitable CRs among the participants.
Moreover, it can be used to get adequately enough data in short periods of time based on the purpose of the study (LorenzoDus, 2.
Interview The second phase included interviews based on which, 5 participants were selected from each group to speak open-endedly about their responses to the initial quantitative phase, as the study followed explanatory mixed-methods design.
They were asked to explain the rationale behind the specific answers for each task in the initial quantitative phase.
Procedure At the onset of the study.
OPT was used to determine the homogeneity of particpantsAo language proficiency.
Moreover, 12 WDCT propositions were administered to the participants to determine their initial ILP competence in authentic conversations in 60 minutes.
Additionally, for the purpose of having a more comprehensive knowledge and following the qualitative research questions of the current study, ten participants .
participants from each grou.
were asked to explain the rationale behind the specific answers for each question in the initial quantitative phase.
Data Analysis The collected data from each phase was coded by the raters who were 2 professors of Applied Linguistics (Persian and Arabic native speaker.
and the researchers themselves, based on HolmesAo .
classification which consists of three main categories: Accept.
Reject, and Evade.
To ascertain the ratersAo consistency in rating the scores.
Kappa Measure of Agreement was run as the inter-rater According to Peat .
cited in Pallant, 2.
, a value of 0.
5 for kappa shows moderate agreement, above 0.
7 represents good agreement, and above 0.
8 represents a very good agreement.
The inter-rater agreement coefficients in the present study were 73% and 77% which represents a good agreement.
To make the process of coding easier, the researcher designed a rating matrix.
Table 1.
HolmesAo .
CRs categories Macro level CRs Accept Micro level CRs Appreciation token Agreeing utterance Downgrading qualifying Utterance Examples AuThanksAy.
AuThank youAy.
AuCheersAy.
AuYesAy.
AuGoodAy AuI knowAy.
AuI am glad you think soAy.
AuI did realize I did that wellAy.
AuYeah.
I really like itAy AuItAos nothingAy.
AuIt was no problemAy.
AuI enjoyed doing itAy.
AuI hope it was OKAy.
AuI still only use it to call peopleAy.
AuItAos not bad.
Ay Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
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e-ISSN 2809-1922, p-ISSN 2809-1914 Reject Return compliment AuYouAore not too bad yourselfAy.
AuYour child was an angelAy.
AuIAom sure you will be greatAy.
AuYours was good too.
Ay Disagreeing utterance AuNah.
I donAot think soAy.
AuI thought I did badlyAy.
AuNah, itAos nothing specialAy.
AuItAos notAy.
AoDonAot say so.
Ay AuWhy?Ay.
AuItAos rightAy.
Aureally?Ay Question accuracy Challenging sincerity Shift credit Evade Informative comment Request reassurance AuStop lyingAy.
AuDonAot lieAy.
AuDonAot joke about itAy.
AuYou must be kiddingAy.
AuDonAot, come on.
Ay AuThatAos what friends are forAy.
AuYouAore politeAy.
AuNo worriesAy.
Au My pleasure.
Ay AuIt wasnAot hardAy.
AuYou can get it from .
tore nam.
Ay.
ItAos really cheap.
Ay AuReally?Ay RESULTS The results of the quantitative phase of the study spotted the differences between Persian and Arabic speakers in choosing CRs strategies.
The findings revealed clear cross-cultural differences in CR strategies between Persian and Arabic speakers across four compliment types of appearance, character, ability, and possession.
The findings are depicted in the following figures (Figure 1 and .
Ability Apperance Character Possession Accept Evade Reject Figure 1.
The Macro Patterns of CRs In WDCT Used by Persian Native Speakers Initially.
Figure 1.
shows the macro patterns of CRs in WDCT used by Persian native The explanations of the data from this figure and the following figure are provided after presenting the data for Arabic native speakers.
Figure 2.
The Macro Patterns of CRs In WDCT Used by Arabic Native Speakers Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
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e-ISSN 2809-1922, p-ISSN 2809-1914 CRs for appearance The findings at a macro level pattern showed that in the appearance situation.
Persian speakers showed the preferences of reject, evade and accept strategies in row (Figure .
However.
Arabic speakers showed the preferences of accept, evade and reject in order .
ee Figure .
CRs for character The order of preference for compliment responses on character compliment.
Persian speakers showed reject, evade, and accept strategies (Figure .
However.
Arabic speakers showed the order of accept, reject, and evade strategies (Figure .
CRs for ability In the setting of ability compliment for Persian speakers, preferences for Persian speakers were reject, evade and accept strategies in row (Figure .
However, it was different for Arabic speakers, and the order was accept, evade, and reject strategies in row (Figure .
CRs for possession Moreover, regarding the compliments on their possessions.
Persian speakers preferred to use reject, evade and accept strategies subsequently (Figure .
While for Arabic speakers, the preferred order of CRs for possession was accept, reject, and evade strategies in row (Figure .
Overall, based on the qualitative findings.
Persian speakers consistently favored the sequence of reject, evade, and accept strategies across all categories, which suggests a cultural inclination toward modesty and indirectness in responding to praise.
In contrast.
Arabic speakers demonstrated a consistent preference for accept, followed by either evade or reject, depending on the compliment For appearance and ability compliments.
Arabic speakers preferred accept, evade, and reject, and for character and possession compliments, the order shifted slightly to accept, reject, and evade.
These findings indicate that Arabic speakers are generally more inclined to acknowledge compliments directly, while Persian speakers tend to downplay praise or respond it indirectly, which reflects deeper cultural norms around humility and face-saving communication.
The results of the qualitative phase Based on the results of the interview with 5 Persian and 5 Arabic participants and according to their answers to the initial quantitative phase, overall, the following emergent themes were Compliment Responses The interview results showed that Arab and Iranian EFL learners often had similar perspectives on compliment responses more specifically due to their cultural backgrounds.
Arab participants showed that modesty was highly valued for them, therefore.
Arab EFL learners were more likely to downplay or deflect compliments to avoid appearing boastful.
They indicated that they responded to the situations with phrases like "Thank you, but it's nothing" or "You're too kind," reflecting their cultural emphasis on humility.
Therefore, they asserted that AuArab learners might find it challenging to balance their cultural norms with the expectations of English-speaking culturesAy (Participant .
Similar to Arab cultures.
Iranian participants also valued modesty and humility.
A participant indicated that AuIn Iranian culture, compliments might be deflected or minimized to avoid seeming arrogantAy (Participant .
Meanwhile.
Iranian EFL learners reported to use indirect and rejecting responses like "It's nothing special" or "You're flattering me," which align with their cultural values.
Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
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e-ISSN 2809-1922, p-ISSN 2809-1914 Similar to Arab participants.
Iranian EFL learners reported that they had struggles with the directness of Western compliment responses since they might find it difficult to simply accept a compliment without adding a modest disclaimer.
Politeness and Pragmatic Strategies The interview results also indicated that both Arab and Iranian EFL learners used various politeness strategies to manage compliment responses and situations, such as deflecting, minimizing, or reciprocating the compliment.
These answers suggested that Arab and Iranian cultures placed a strong emphasis on politeness and maintaining social harmony.
Based on the results, both groups followed cultural norms that prioritized avoiding disagreement or conflict in responding to When they were asked to speak about their strategies in EFL settings, they suggested that AuDue to differences between their native languages' pragmatic norms and those of English, language learners from these backgrounds struggle with the nuances of compliment responses in English, which may result in communication breakdownAy (Participant .
To confirm this statement, an Arab participant asserted that AuArabs value politeness but may differ slightly in how they express gratitude or humility when receiving a complimentAy (Participant A participant stated that AuPersians often use modesty strategies like downplaying achievements or possessions when responding to complimentsAy (Participant .
He also believed that AuSince Iranian EFL learners mainly do not know the target culture, itAos better to respond to such challenging situations with modesty and through face-saving strategiesAy (Participant .
The findings showed that Iranian EFL learners frequently used strategies like rejecting the compliment and downgrading themselves when responding to compliments.
However, they also tended to rely on positive politeness by accepting compliments as a way to maintain rapport.
Moreover, although the issue of the gender was not given priority in this study, female Iranian participants indicated to use more diverse compliment strategies than males.
However, it was not the case with Arab language learners.
However, there should also be more response strategies specific to females than males which needs further investigation.
One answer was common between these two groups.
participants indicated that developing intercultural competence is crucial for English language learners.
Therefore, they indicated that AuUnderstanding the cultural norms of English-speaking countries is necessary for EFL learners as it can help them respond to compliments in a way that is culturally appropriate and effectiveAy (Participant .
Among the differences.
Persians used specific formulaic expressions .
, "Ghabeli Nadare", meaning you deserve more than i.
to show humility.
However.
Arabs employed different linguistic structures reflecting their own cultural norms.
When interacting with speakers from other languages .
ike Englis.
, both groups suggested that they often transferred their native pragmatic norms into these new contexts, which led to misunderstandings.
Something interesting about Persian culture was that responding to compliments often involved humility and politeness strategies like downplaying one's achievements or possessions .
, saying "It's nothing" or offering the item as a gift which is called Taaro.
This emphasizes politeness through self-deprecation or offering items as gifts when receiving compliments.
Educational background was also believed to be a major factor leading to different use of compliment responses and strategies by these two groups, as both groups believed that more educated people often try to save face more through using complements frequently.
However, a participant indicated that AuAs language learners get more intertwined with English language and culture, they may try to follow western and accepting strategies, rather than rejecting ones (Participant .
Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
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e-ISSN 2809-1922, p-ISSN 2809-1914 It was suggested that AuEFL learners should try to understand the cultural nuances of English-speaking countries through participating in cultural awareness and sensitivity trainingAy (Participant .
Among the teaching interventions, they referred to focused instruction on the pragmatic aspects of English, such as how to perform speech acts appropriately, to enhance learners' communicative competence.
Moreover, they indicated that engaging with authentic materials, such as movies.
TV shows, and conversations with native speakers, can provide valuable insights into the cultural norms and practices of English-speaking communities.
Challenges in Cross-Cultural Communication According to the participant.
Arab and Iranian EFL learners faced several challenges in crosscultural communication, which can vary based on their cultural background and their experiences with the English language:
Arab participants tended to use indirect communication for their responses, especially in polite Therefore, they indicated that AuThis strategy can lead to misunderstandings when interacting with English speakers who are more directAy (Participant .
They also believed that AuWe use gestures and body language, like personal space and eye contact, frequently in our Arab culture, while it may not be understood or may be misunderstood by English speakers (Participant .
These findings show that for Arabs who value their cultural norms, such as hospitality and collectivism, western cultures with more individualistic and personal-value oriented norms may be challenging.
On the other hand.
Iranian learners often used elaborate politeness strategies, which can be perceived as excessive or insincere by English speakers.
A participant indicated that AuI know that sometimes I use compliments obsessively however.
I cannot violate the cultural norms, since it has become part of our cultural normsAy (Participant .
Based on the inspection of the responses, there seemed to be some differences between Iranian and Arab EFL learners, especially in how speech acts like requests, apologies, and refusals were For example, it was shown that Iranians used more mitigated forms of refusals, which might be misinterpreted as ambiguity or lack of clarity by English speakers.
As an instance, a participant indicated that AuI find it hard to show my dismay and disagreement in communication, since my interlocutors may become annoyedAy (Participant .
Moreover, they indicated that they should be cognizant about topics that are considered offlimits.
AuSince the differences between cultures may be annoying, understanding and respecting cultural sensitivities, such as taboos, sexual issues, and, adult content can be challenging for Iranian learnersAy (Participant .
Similarly, both groups struggled with acquiring the pragmatic norms of English, such as how to appropriately respond to compliments, make requests, or handle disagreements.
A participant truly said that AuUnderstanding the sociocultural context and usage of various expressions and idioms in English can be difficult, and it can lead to potential miscommunicationsAy (Participant .
Moreover, accents and pronunciation were believed to pose challenges.
AuAs the differences and varieties in pronunciation can affect how easily learners are understood and how they perceive the speech of native English speakersAy (Participant .
Therefore, they indicated that EFL learners should develop their pragmatic and cultural ability .
ncluding language and cultural awarenes.
to manage different cultural norms and practices.
DISCUSSION
According to the findings of the study, there were differences between Iranian and Arab cultures in responding to the compliments.
It was found that Arab learners used more indirect strategies when making requests or apologies, reflecting their cultural emphasis on politeness and Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
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e-ISSN 2809-1922, p-ISSN 2809-1914 face-saving.
They also transferred pragmatic norms from their native language to English, which sometimes led to misunderstandings in cross-cultural communication.
Arab cultures valued modesty and humility when receiving praise.
Compliments might be responded to with expressions of gratitude while avoiding direct acceptance that could be seen as boasting.
Arab EFL learners may exhibit different patterns in their compliment responses, often influenced by their sociolinguistic Studies have shown that cultural norms significantly affect how compliments are perceived and responded to among Arab learners, with many relying on strategies that reflect their cultural values of modesty and humility (Altakhaineh & Zibin, 2.
This is consistent with the findings of a comparative study by Mohajernia and Solimani .
, who found that there were significant differences in compliment response strategies between native English speakers and Iranian EFL learners, indicating that cultural specificity plays a crucial role in shaping these interactions.
Moreover, according to the findings.
Arabic participants tended to agree with the complimenter by accepting compliments, which is in line with the findings of Pomerantz .
Arabic participants believed that as they were raised within the culture that accepting the compliment was the best way to respond to compliments, they implemented accept strategy more frequently, which is contrary to the Persian participants, who had numerous problems in accepting compliments.
This can be related to the tendency among Arabic speakers to use the accepting strategy to adhere to LeechAos .
agreement maxim .
inimize disagreement between self and other.
agreement between self and othe.
Moreover, in Iran, disagreement is viewed as a personal matter, and hence, it is not something to be displayed in public.
That is why most of Arabic L2 learners in this study did not ostensibly disagree with the compliments and preferred to accept it.
Iranian learners also used indirect strategies, but their approach varied depending on the context and the social status of the interlocutor.
Moreover, they believed that as Iranian learners' educational level developed, they tended to move from direct to more conventional indirectness in their speech acts.
The acquired data on compliments and CRs uttered by Persian users put forward the fact that among main strategies, reject strategy was more frequently used than evade in CRs, as it is a focal politeness component, which plays a determining role in interlocutorsAo CRs.
This finding is also supported by some researchers in the field .
Beeman, 1986.
Sharifiyan, 2.
However, both groups indicated that they struggled with the pragmatic norms of English, such as how to appropriately make requests, apologize, or refuse offers.
Learners were found to apply the pragmatic conventions of their native language when responding to compliments in a foreign context, which can lead to misunderstandings if these conventions differ significantly from those of the target Meanwhile, when interacting with each other or with speakers from other cultures .
ike Englis.
, both Persian and Arabic speakers transferred their native pragmatic norms into these new contexts which can lead to misunderstandings if not recognized by all parties involved.
The impact of social status and the context of the compliment also played vital roles in shaping For instance.
Iranian learners' responses can vary significantly based on the perceived power dynamics in the interaction, reflecting a nuanced understanding of politeness and social hierarchy (SaAod, 2015.
Ebadi & Pursiah, 2.
Similarly.
Arab learners may navigate these dynamics differently, often prioritizing relational harmony and respect in their responses (Altakhaineh & Zibin.
In accordance with SharifiyanAos .
Behnam and Amizadeh .
, and Karimniya and Afghari .
the roots of such behavior lie in their politeness paradigms.
Therefore, the formulaic expressions of taAoarof, shekaste nafsi and Tavazo .
odesty, humilit.
the abstract basis of polite interactions, are in close relationships with each other, which in turn lead to Persian native speakersAo The results were also in line with Allami and Montaeri .
in which Iranian L2 learners transferred the sociocultural norms of their first language to their target language production.
This finding was previously supported by Sharifian .
Yousefvand .
and Karimniya and Afghari .
This study along with the previous literature on sociopragmatic transfer led us to conclude that pragmatic transfer is extremely context-dependent.
Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
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January 2026.
e-ISSN 2809-1922, p-ISSN 2809-1914 Based on the findings on the differences between Persian and Arabic speakers, simplification and over-generalization of CRs among different speakers is not acceptable at all, as there are many differences among the cultures.
Hence, one needs to acquire the norms of the target culture in order to respond to compliments in an L2.
To put it another way, the interlocutors need to find ways to meet the social expectations, in line with the target culture norms.
The findings indicate that due to the inherent socio-cultural differences and implemented strategies of speakers of different languages, they need to acquire the norms of the target culture in order to respond to compliments in an L2.
Essentially, as Spada and Lightbown .
declared, pragmatic competence has increasingly focused on the use of language form, which is influenced by social and cultural context.
The way individuals respond to compliments reflects broader cultural values such as modesty .
n both Persian and Arabic culture.
versus more direct acceptance seen in some Western societies.
Awareness of these differences is crucial for effective cross-cultural communication and educating learners about diverse response strategies can enhance their pragmatic competence.
Moreover, gender differences in compliment responses have been explored, revealing that while Iranian EFL learners may show variations based on gender.
Arab learners often respond similarly regardless of gender (Turhan & Tuncer, 2.
This suggests that cultural expectations surrounding gender roles may influence how compliments are received and responded to, with Iranian females potentially employing more diverse strategies compared to their male counterparts (Khaneshan & Bonyadi.
Based what was discussed, we can acknowledge the findings according to the Saville-TroikeAos .
conclusion that the speech events of CRs are dependent on shared beliefs and values of the speech community, which are coded into communicative patterns.
Hence, they cannot be interpreted in isolation from social and cultural contexts.
Natsir .
emphasizes that the situational context plays a critical role in determining how compliments are received and responded to, suggesting that cultural interpretations of compliments are not static but rather fluid and context-dependent.
In summary, the findings showed that both Arab and Iranian EFL learners exhibited distinct yet overlapping patterns in their responses to compliments, which was shaped by their cultural backgrounds, educational experiences, and social contexts.
Moreover, they indicated that the integration of explicit instruction on pragmatic strategies in EFL curricula could enhance learners' abilities to manage these complex interactions more effectively CONCLUSION In a nutshell, it is concluded that the patterns and norms of interaction are varying from one language to another.
How the recipient perceives a communication can make a tremendous difference in cross-cultural encounters (Wolfson, 1.
The findings suggested that Arab and Iranian cultures placed a strong emphasis on politeness and maintaining social harmony.
Based on the results, both groups followed cultural norms that prioritized avoiding disagreement or conflict in responding to compliments.
Overall, compliment responses are deeply rooted in cultural norms, which suggests that the interpretation of the strategies can vary significantly based on cultural context.
As the findings indicated, the interplay of different factors priorities a comprehensive understanding of compliment responses in cross-cultural communication, which requires an interdisciplinary approach, integrating insights from linguistics, psychology, and cultural studies.
Hence, the specific strategies employed by Persian and Arabic speakers should be highlighted by researchers to gain valuable insights into the broader dynamics of intercultural communication.
The findings showed that Iranian EFL learners frequently used strategies like rejecting the compliment and downgrading themselves when responding to compliments.
However, they also tended to rely on positive politeness by accepting compliments as a way to maintain rapport.
However, it was necessary to study more response strategies specific to females than males which needs further investigation.
The contextual factors that influence these responses underscore the Published by English Lecturers and Teachers Association (ELTA) Copyright A 2026 authors Journal of Applied Linguistics (JoAL).
Vol.
5 No.
January 2026.
e-ISSN 2809-1922, p-ISSN 2809-1914 central role of cultural awareness in efficient communication, which needs to be amplified by further research to explore these dynamics, particularly in the context of globalization and increasing intercultural interactions.
To conclude, there were some limitations which caused some factors not to be considered in the study.
So, the research opens up new horizons to be pursued: First, the study focused on the Persian and Arabic EFL learners, which recommends alternative ways on different language background in this topic in the future.
Second, as WDCTs were used as the data collection instruments, other task types and instruments can also be used to attain more reliable and valid results in future.
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