Cyberbullying The Case of Public Figures

LEARN Journal: Language Education and Acquisition Research Network
(ISSN: 2630-0672 (Print) | ISSN: 2672-9431 (Online)

Volume: 14, No: 1, January – June 2021
Language Institute, Thammasat University
https://so04.tci-thaijo.org/index.php/LEARN/index
Cyberbullying: The Case of Public Figures

Suriya Saengpranga,*, Savitri Gadavanij b
a
[email protected], School of Language and Communication,
National Institute of Development Administration, Thailand
b
[email protected], School of Language and Communication, National
Institute of Development Administration, Thailand
* Corresponding author, [email protected]
APA Citation:
Gadavanij, S., & Saengprang, S. (2021). Cyberbullying: The case of public figures.
LEARN Journal: Language Education and Acquisition Research Network, 14(1),
344-369.
Received Abstract
05/08/2020
Received in Cyberbullying has become a serious global issue. Previous

revised form studies focusing on the prevalence and the consequences of
26/10/2020 cyberbullying have paid little attention to its linguistic
Accepted features, especially in celebrity cases. This current study fills
10/11/2020 this gap by investigating the language that constitutes
cyberbully toward celebrities from different cultures. Data
Keywords were collected from the Instagram accounts of two
cyberbullying,
speech acts, celebrities representing Asian and Western culture, one is
celebrities, Korean, and another one is British. This study employed the
cultural notion of cyberbullying (Patchin & Hinduja, 2006; Smith et
differences,
Instagram
al., 2008) to label bully comments and categorized them into
cyberbullying’s type (Willard, 2006). Moreover, speech acts
theory was employed to identify the intention of those
comments distinguishing cyberbullying from other
aggression. To compare the similarities and differences
between the two cultures, direct and indirect speech acts
were used. An analysis reveals that Korean celebrity received
harassment, whereas British celebrity experienced
harassment and denigration according to cyberbullying’s
types. In addition, four classifications of speech act were
Gadavanij & Saengprang (2021), pp. 344-369
found: representatives, directives, expressives, and
commissives. The findings show different forms of language
are used. Indirect speech acts are commonly found in the
case of Korean, whereas direct speech acts are frequently
used in the case of British.
1. INTRODUCTION
Cyberbullying is reported as a serious issue around the world. According

to UNICEF Poll, 33% of adolescents in 30 counties were victims of online
bullying (UNICEF, 2019) while the Pew Research Center reported that 59%
of U.S. youth had experience with cyberbullying such as offensive name
calling, rumor spreading, and receiving unwanted images (Anderson,
2018). Moreover, a Microsoft study (2012) found that 70% of adolescents
in China were bullied online, followed by Singapore (58%), and India (53%).
A study focused on cyberbullying factors found that culture was a
strong predictor for victims, with Chinese adolescents tending to be
victims and Canadians tending to be perpetrators (Li, 2007). Being a victim
of cyberbullying affects psychological health, such as feelings of fear,
hopelessness, and depression (Raskauskas & Stoltz, 2007). These negative
effects can lead to suicidal ideation (Hinduja & Patchin, 2010).
Aside from previous studies, the negative effects are also reported
in the media. For example, Thomas Mullaney, a 15-year-old boy killed
himself after being threatened online (“Facebook Bullying,” 2011) and
Amy Everett, a 14-year old girl, committed suicide after being a target of
cyberbullying (Graham, 2018). Adolescents are not the only victims,
celebrities are also victimized (Pyżalski, 2013). Goo Hara, a South Korean
singer and actress, was a victim after admitting that she had plastic
surgery. Online abuse turned worse after her ex-boyfriend, Choi Jong-
bum, threatened to release a video of the couple having sex (Choe & Lee,
2019). Caroline Flack, former Love Island presenter, ended her own life in
February 2020 (Perraudin, 2020). The latter was a target of tabloid and
cyberbullying (Perraudin, 2020).
Moreover, findings from Ouvrein et al. (2017) indicated that some
adolescents do not interpret negative comments against celebrities as
cyberbullying; they perceive those comments as personal opinions.
Furthermore, adolescents involved in aggressive online behavior toward
celebrities tend to do the same with their peers (Ouvrein et al., 2019).
LEARN Journal: Vol. 14, No. 1 (2021) Page 345

Given the seriousness of the issue and the consequences of this harmful
aggression, there is a need to understand what can be defined as
cyberbullying, so that people can raise their awareness of the potential
dangers of their opinions. Most importantly, if people disapprove of online
aggression directed at celebrities, they might not attack their peers or
others.
While many past studies have focused on the prevalence and the
consequences on adolescents of cyberbullying, little attention has been
paid to the text being used, especially in the case of celebrities. In response
to this, the current study aims to investigate the comments on Instagram
as it has been named as the most egregious platform for cyberbullying
(Hackett, 2017). As noted earlier, culture plays a vital role in online bullying
behavior; thus, it is logical to explore further the form of language used in
cyberbullying from different cultures.
To this end, two questions are formulated based on the objectives
of the study: (1) What is the form of language use in cyberbullying toward
celebrities?; and (2) Does cultural difference influence language use in
cyberbullying?
2. REVIEW OF LITERATURE
2.1 Notion of cyberbullying
Cyberbullying is an aggressive action comprised of intention to cause

harm, repetition of action, and imbalance of power from a person or a
group toward another person who barely protects himself or herself
through the use of electronic devices (Patchin & Hinduja, 2006; Smith et
al., 2008). According to Vandebosch and Van Cleemput (2008), the
intention to damage a victim distinguishes cyberbullying from a cyber joke,
which is described as a playful behavior among peers. Moreover, the
relationship between perpetrator and victim is a key to interpret an
aggressive act as cyberbullying or cyber joke.
Unequal power between perpetrator and victim also plays a
significant role in defining cyberbullying. The anonymity and knowledge of
technology are the keys to empower those perpetrators (Vandebosch &
Van Cleemput, 2008). In terms of repetition, a single aggressive action
emerging through social network sites is regarded as the repetition of
cyberbullying (Vandebosch & Van Cleemput, 2008) because it can be
forwarded or reposted by other users (Limber et al., 2008; Menesini &
Nocentini, 2009). That is to say, a single inappropriate act can be spread
countlessly on the Internet (Dooley et al., 2009).
In addition, cyberbullying can be classified according to behaviors.
Willard divided cyberbullying into nine forms (2006, pp. 1-2) as follows: (1)
flaming is an online fight, the users send electronic messages with
profanity; (2) harassment refers to abusive or insulting messages that are
repeatedly sent; (3) denigration is an utterance that attacks a person’s
reputation or friendships by spreading rumors; (4) impersonation is
pretending to be someone else and sending or posting messages or images
to damage a person; (5) outing refers to the distribution of someone’s
secrets, this secret can be information or images and is intended to
embarrass the person; (6) trickery is the act that attempts to deceive the
person into revealing his or her secret then sharing that secret online; (7)
exclusion is an intentional action to exclude someone from an online
group; (8) cyberstalking is a threat that creates great fear by repeatedly
sending severe messages or images, including posting rumors; and (9)
sexting refers to nude or sexy images, including sexual messages that are
privately sent between two people, then one or more images or messages
are widely shared with others.
2.1.1 Related Studies Regarding Cultural Differences in

Cyberbullying
The importance of cultural differences in cyberbullying as a
variable is widely understood. These differences might affect cyberbullying
behaviors, rates of involvement, and victimization. According to Li (2007),
culture should be regarded as a forecaster for cyber-harassment and its
victim. Li (2008) compared two groups of adolescents from different
cultures concerning their cyberbullying experiences and reported that the
patterns of the samples were different. That is, when cyberbullying
occurred, Chinese students were more likely to report it to adults more so
than Canadian students as either victims or bystanders. Li explained this
different behavior as a demonstration of cultural differences. Whereas
teachers and students in traditional Chinese schools have a formal
relationship, teachers and students in Western societies have a simple
pattern. In other words, in China, teachers have more authority over
students, while in Canada, teachers encourage students to be
independent (Li, 2008). In terms of victimization, the influence of culture
is also strong. As aforementioned, Chinese students tend to be the targets
of cyberbullying. In contrast, Canadian students were more likely to be
perpetrators (Li, 2007).
These results suggest that cultural difference plays a significant
role in cyberbullying behaviors. Consequently, this paper further examines
whether cultural difference influences the form of language use of
cyberbullying or not.
2.1.2 Related Studies on Cyberbullying toward Celebrities

Although peers are the prevalent victim, there are four other types
of targets (i.e., random Internet users, groups of people, celebrities, and
vulnerable victims) who are also bullied online. Almost 14% of participants
were involved in such cyber-harassment against celebrities (Pyżalski,
2013).
Another study by Ouvrein et al. (2017) exploring girls’ attitudes on
critiquing celebrities revealed that celebrities should be able to deal with
negative comments since it is considered a regular part of being famous.
Moreover, these adolescents did not believe that famous people read all
comments. In addition, these harsh messages could not be labeled as
cyberbullying with some of the participants interpreted them as fun and
harmless behavior. To be defined as cyberbullying, the adolescents
believed that the perpetrator needs personally to know the victim and
wants to see them suffer. However, if the aggressive comments occurred
to non-celebrities or their peers, some of these youth described them as
cyberbullying. This result demonstrated that adolescents applied double
standards. Although adolescents underestimated the negative effect of
cruel comments, these famous people had negative consequences such as
alcohol and drug addictions, self-blame, and depression (Ouvrein et al.,
2019).
Additionally, youths who participate in aggressive online attacks
toward celebrities tended to do the same with their peers (Ouvrein et al.,
2019). For these reasons it is significant to classify cyberbullying as
separate from other online aggressions since it not only has negative
consequences on the victims or celebrities but also effects adolescents’
negative online behavior.
2.2 Speech acts theory

Similar to the cases mentioned above, harmful intention is a significant
feature of cyberbullying; this study, therefore, employs speech acts to
measure the intention of the comments.
A speech act is an action that performs a speaker’s intention via
utterance, with effects on the interlocutors. According to Austin (1962),
when an utterance is made, three acts are performed: (1) a locutionary act
is the performance of an utterance following the rules of grammar to
convey the meaning; (2) an illocutionary act correlates with the intention
of the speaker; and (3) a perlocutionary act is a consequence that impacts
the hearer.
2.2.1 Classification of illocution acts

Searle (1976), in his theory, focused on the illocutionary act in
particular. He categorized illocutionary act into five different types as
follows:
1) Representatives are speech acts that engage the speaker to the
truth of the expressed proposition. This act enables the speaker to express
his or her beliefs, which can be assessed as true or false by the hearer.
Reporting, asserting, and concluding are kinds of representatives.
2) Directives refer to an attempt by the speaker to impose some
future action on the hearer such as requesting and questioning.
3) Commissives enable the speaker to commit themselves to doing
something. This act is used in promise, guaranties, and vows.
4) Expressives impact psychological states, which are used in
congratulations, excuses, complaints, likes, and dislikes. In other words,
this type of speech act expresses the speaker’s feeling.
5) Declaratives affect the change in the institutional stage. This act
is primarily used in a formal situation such as sentencing, resignation, and
declaring war.
Moreover, speech act can also be distinguished regarding their
structure (Yule, 1996). Put differently, speech act can be performed
directly or indirectly.
2.2.2 Direct and Indirect Speech Act

Three sentence types have their own communicative functions:
declarative, statement; interrogative, question; imperative, command or
request (Yule, 1996).

Structure and function of the utterance are considered to identify
direct and indirect speech acts. Whenever a structure correlates with its
function, the utterance is a direct speech act. On the other hand,
whenever a structure is not related to its function, the sentence is an
indirect speech act (Yule, 1996, p. 55). For example, when the speaker says
“it is cold outside,” it might be a statement, a command, or a request
depending on the speaker’s intention. If the speaker intends to inform of
the state of the weather, this sentence is a direct speech act since it
communicates the literal meaning and the structure and its function are
related. However, if the speaker intentionally requests or commands the
hearer to close the window, this sentence is defined as an indirect speech
act.
Additionally, Yule also noted that an interrogative sentence is one
of the most common types of indirect speech act (1996, p. 55). Although
this sentence has an interrogative form, it is not used for expecting an
answer. Its expectation is an action. For instance, “Could you pass the
salt?” This utterance is used to request a future action of the hearer, not
for an answer.
Metaphorical utterances can also be identified as an indirect
speech act (Searle, 1993). When the speakers attempt to convey
something other than what they literally say, the word or sentence is called
a metaphor. Searle concluded that the hearer comprehends the actual
intention of the speaker because of their knowledge. In other words, the
interlocutor shares background information for the hearer to interpret the
metaphorical meaning.
According to these theorists, the speech act is an action performed
by expressing an utterance. This statement communicates not only the
meaning but also the intention of the speaker for the hearer’s action.
Therefore, the current study uses speech act theory to interpret the
intention of the comments using Searle’s framework to identify the
classification of speech act. Then, this study also illustrates which
comments can be labeled as a direct or indirect speech act according to
Yule’s framework.
3. METHODOLOGY
3.1 Criteria for selecting participants

Purposive sampling was used for the selection of information-rich cases.
Thus, participants were selected based on recent cases of celebrities who
were cyberbullied published in the news media. Since this study aims to
investigate the similarities and differences of language used in
cyberbullying, this case study encompasses different cultures. However,
there are many cases of celebrities who confront cyber-harassment
reported in the news media. This study, therefore, selected only the cases
in which the celebrities committed suicide within two days of posting the
last photo on their Instagram account. The public figures matching the
criteria are Seo-yeon from an Eastern country, and Olivia from a Western
country, as different culture is a controlling factor. However, to give
confidentiality, participant names are pseudonyms.
3.2 Participants
To better understand the participants, their profiles are presented as

follows.
3.2.1 Seo-yeon
The participant identified as Seo-yeon debuted to the public as a
member of the famous K-pop girl group. She was ostracized for posting
pictures of herself not wearing a bra and for addressing older male
colleagues by their first name in a culture where celebrities should show
respect for elders, especially female celebrities (Kang, 2019). Seo-yeon
also live streamed a night out drinking with friends and identified herself
as a feminist (McCurry, 2019). These behaviors were catalysts for malicious
comments (Kang, 2019). According to Park Hee-A, a K-pop journalist, while
female K-pop stars are expected not to contradict the precepts of male-
dominated, patriarchal South Korean society, Seo-yeon did so (McCurry,
2019).
She once revealed that
“when I first posted pictures of me braless, there were so

many different reactions. I could have been frightened and
hide, but I didn’t. I wanted people’s prejudices to disappear”
(Kang, 2019, para. 13).
She also added that

“I wish people would look at me and think, ‘Well, someone

like that exists! Accept the difference’” (Kang, 2019, para.
14).
Seo-Yeon committed suicide in October 2019. After her death,

South Korea’s National Assembly considered a bill opposing cyberbullying
(McCurry, 2019).
3.2.2 Olivia
The participant identified as Olivia became famous as a reality
show host in the UK. She became a target of malicious comments, both
online and offline, after publicly revealing her romantic relationship with a
member of a British boy band, who was 14 years younger than herself
(Doohan, 2015).
In 2019, Olivia was arrested for allegedly assaulting her boyfriend
with a lamp. She pleaded not guilty and was released on bail on the
condition that she was forbidden to contact him before the trial (Youngs,
2020). Although he withdrew his complaint, the Crown Prosecution
Service stated that the case did not automatically be discontinued
(Henden, 2020). Olivia was due to return to court in March 2020; however,
she committed suicide before appearing in court (Perraudin, 2020).
According to McIntyre at al. (2020), after analyzing the UK print
media titles from August 2019 through February 2020, Olivia received
double the number of negative headlines in the month of her arrest. Her
death prompted questions about the way social media and the press treat
celebrities (Youngs, 2020).
3.3 Data collection
The data were utterances in the comment column of Seo-yeon’s and

Olivia’s account on Instagram. The researcher selected 10 photos with the
most comments in the last six months of their lives to collect a sufficient
number of samples. Since these 10 posts draw a considerable number of
responses, it is likely these posts will be a fertile ground for the researchers
to collect examples of cyberbully. It should be noted that there are
disagreements about the actual period of time in terms of the repetition
of cyberbullying (Menesini & Nocentini, 2009). However, Nocentini et al.

introduced a six-month timeframe since 52.1% of traditional bullying
victims who became cyberbullies revealed that
“at least a quarter of their cyber victims were their former

traditional perpetrators within a 6-month period” (2010, p.
218).
Moreover, most cyberbullying behavior often lasted approximately

a week, followed by a month, with few cases lasting longer than six months
(Smith et al., 2008). In this regard, six months should be sufficient to assess
the pattern of the cyberbullying.
Since the data collected are based on all three features of
cyberbullying: harmful intention, imbalanced power, and repeated action
(Patchin & Hinduja, 2006; Smith et al., 2008), they are considered good
representatives of cyberbullying in terms of content.
All the data were collected on March 8, 2020 using Python, a programming
language. This program allows the user to export Instagram’s comments,
including photos and videos. It should be noted that the number of
comments fluctuates since posts can be added or deleted.
Before committing suicide, Seo-yeon had approximately 6.5 million
followers. In her last six months, she posted 166 photos from April 15
through October 12, 2019. There were more than 400,000 comments for
those 10 photos. However, this study focuses on comments posted before
the tragic incident and the data is also limited by selecting only Korean
comments, and does not include other languages or emojis. Therefore, the
total number of comments was 8,372. All the comments were translated
into English before analysis.
In the case of Olivia, before she was found dead, she had
approximately 2.7 million followers and posted 43 photos from August 15,
2019 through February 14, 2020. More than 50,000 comments were
posted for those 10 photos. The data comprised of 6,334 comments when
selecting only the English comments posted before her death.
3.4 Data analysis
The data were classified according to the following steps. First, the
comments that were labeled as cyberbullying were selected, which follows
the work of Patchin and Hinduja (2006) and Smith et al. (2008). Second,

they were grouped according to cyberbullying Willard’s categorizations
(2006). Then, the data were analyzed using speech acts theory based on
Searle’s classification. Additionally, this analysis consisted of categorizing
comments into direct and indirect speech acts, following Yule’s
framework. Finally, the language pattern used in Eastern and Western
contexts were compared to identify the similarities and dissimilarities that
might arise due to cultural differences.
In the labeling process, two contributors identified whether the
comments were cyberbullying or not to provide reliability. The
contributors were given the definitions, classifications, and related
examples to help them accurately label cyberbullying. The findings were
similar in most cases. There were some comments that they were
uncertain about; however, a reconciliation was arrived at after discussion.
The total comments labeled as cyberbullying was 135 in the case of Seo-
yeon and 278 in the case of Olivia.
4. RESULTS AND DISCUSSION
4.1 Results
4.1.1 Categories of cyberbullying
Table 1
Categories of Cyberbullying Found in the Case Studies
Cyberbullying’s Types Seo-yeon Olivia

Harassment 100% 32.7%
Denigration 67.3%
As illustrated in Table 1, only harassment was found on Seo-yeon’s

Instagram, while harassment and denigration were found on Olivia’s
Instagram. Most of these cases criticized Seo-yeon for not wearing a
brassiere and satirize Olivia as an abuser. However, it should be noted that
Olivia committed suicide before attending court. Therefore, the comments
that bullied her about assaulting her boyfriend are categorized as
denigration.

For example, when Seo-yeon posted a picture of herself, some
people criticized her as follows: “Seo-yeon is charming and attractive, but
she’s out of her mind. If she stays still, she’ll be treated like a princess. It’s
a pity that she’s a serious attention seeker,” and “Wear bra. Look sucks.”
These comments can be regarded as harassment according to
cyberbullying types.
In the case of Olivia, when she posted the image with the quote “In
the world where You can be anything, be kind,” with this caption
“Anything…we can literally choose to be anything…”. Some comments
criticized her as follows: “And you choose to be the victim. After smashing
a man’s head when he was ASLEEP. He must have snored too loud,” “And
always carry a spare lamp with you. Never know when it can come in
handy.” These comments intended to mimic her about attacking her
boyfriend. Therefore, they can be categorized into denigration as
aforementioned.
4.1.2 Classification of speech act

Since one of the main features of cyberbullying is the intention of
the sender, speech acts are a useful theory to identify the purpose of those
comments. There are four classifications of speech acts found in the case
studies: representatives, directives, commissives, and expressives.
Table 2
Classification of Speech Act Found in the Case Studies
Speech Act Classification Seo-yeon Olivia

Representatives 92.6% 96%
Directives 2.2% 1.1%
Commissives 0.7% 2.5%
Expressives 4.5% 0.4%
Table 2 shows that most comments in both cases were

representatives. Seo-yeon received more directives and expressives in
comparison to Olivia; however, Olivia received more commissives in
comparison to Seo-yeon.

For instance, in the pictures where Seo-yeon wore a brassiere,
some comments posted were along the vein of “You have no breast like a
kid,” and “Where? I can’t see that breast.” According to Searle (1999), the
point of representatives is to commit the sender to the truth of the
expressed proposition. That is, these comments represent what senders
think regarding Seo-yeon’s pictures. By posting them, they commit
themselves to the words and show their intention. Therefore, they are
representatives.
Another classification is expressives which accounted for 4.5%. This

type of speech act is
“to express the psychological state specified in the sincerity

condition about a state of affairs specified in the
propositional content” (Searle, 1999, p. 15).
In other words, the sender expresses his or her feeling and

genuinely feels that way about it. Examples include “I was your fan before,
not anymore,” and “Raise your hand if you don’t love Seo-yeon”. These
senders directly reveal that they dislike Seo-yeon. Consequently, they are
expressives.
As illustrated in Table 2, directives accounted for 2.2%. The
illocutionary point is an attempt by the sender to make the receiver do
some future action that the sender sincerely wants (Searle, 1999). The
following example from a braless picture is “upload more.” This comment
can imply that the sender attempted to make Seo-yeon do as he or she
pleased. Moreover, by posting, it can be interpreted as an attempt by the
sender. Thus, this comment is directives.
Only one commissives was “I will suck it.” The illocutionary point is
to commit the sender to future action (Searle, 1999). He added that the
utterance should be the future action and the sender intended to do it
with sincerity. As can be seen, the sender commits himself or herself to
future action. Moreover, by posting it, the sender is sincere in their wish
to make it happen. Thus, this comment can serve as a commissive.
In the case of Olivia, representatives were found at 96%. Examples
include “WOMEN BEATER” and “he’s scared of her. She went to kill him
whilst he was sleeping. She’s shown terrible abuse. Happened once it will
happen again!” By posting these comments, they intentionally criticize

Olivia as an abuser and commit themselves to the truth of the expressed
proposition. Hence, representatives can be inferred from these words.
Of the samples, 2.5% are commissives, such as “nope,” and “not
interested.” Since these senders refused Olivia when she posted the video
of the next season of the reality show that she was a host with the caption,
“Who’s ready?” These comments can be interpreted as committing the
sender to a future action or not doing that action in this case.
Consequently, they are commissives.
Directives were found at 1.1%. An example is “You better open
your legs and let me lick that fanny.” The sender tries to make Olivia do a
future action. Therefore, it is directives.
Only one expressives was found. That is, when Olivia posted a
picture of herself wearing a see-through black tank top, one comment was
“BORING!!” This word can be interpreted as meaning Olivia was boring, or
the way she dressed was boring. Whether the first or second meaning, the
sender was not satisfied, and he or she expressed the emotion of
displeasure. Thus, this comment can be categorized as expressives.
4.1.3 Direct and indirect speech act

As aforementioned, a direct speech act has a direct relationship
between a sentence type and its communicative function. If there is no
direct relationship between them, it demonstrates an indirect speech act.
Table 3
Direct and Indirect Speech Act Found in the Case Studies
Direct and Indirect Seo-yeon Olivia

Speech Act
Direct Speech Act 45.2% 59.7%
Indirect Speech Act 54.8% 40.3%
Table 3 shows that the indirect speech act is more frequent than
the direct speech act in the case of Seo-yeon while the direct speech act
tends to be more frequent than the indirect speech act in the case of
Olivia.

Table 4
Structure Classified as Direct Speech Act in the Case Studies
Structure Seo-yeon Olivia

Clause Declarative mood 36.3% 34.9%
Imperative mood 1.5% 0.7%
Word/Phrase 7.4% 24.1%
From Table 4, the declarative mood is most frequent in both cases.

Examples from Seo-yeon’s Instagram are “Tight pink T-shirts without a bra.
That’s too much,” and “There’s no attention to the seeker like you,
attention seeker who show off their boobs.” These comments criticize Seo-
yeon directly. Therefore, they are a direct speech act.
Words and phrases are occasionally used, such as “crazy” and “very
ugly.” Since these words were posted on Seo-yeon’s Instagram, they can
be interpreted as meaning Seo-yeon was crazy and Seo-yeon was very
ugly. These examples criticize her directly. Thus, they are a direct speech
act.
The imperative mood was also used, such as “Upload more.” This
imperative mood directly orders or perhaps requests Seo-yeon to upload
more braless images. Thus, they are a direct speech act.
In the case of Olivia, examples are “THAT COMING FROM YOU
WHO HITS PEOPLE JOKE” and “This is wonderfully ironic and hypocritical.”
These examples are sarcastic comments meaning what Olivia posted was
a joke. They intentionally criticize her behavior. Thus, these are direct
speech acts.
The following examples of words and phrases are “Nonce” and
“Horrible person attacking your boyfriend.” They have literal meaning;
therefore, they are direct speech acts.
The imperative mood is also used as a direct speech act such as
“Delete your Instagram ya man beater.” This sentence orders Olivia to do
a future action and calls her a man beater. It directly criticizes her using
the imperative mood.

Table 5
Structure Classified as Indirect Speech Act on the Case Studies
Structure Seo-yeon Olivia

Clause Declarative mood 8.1% 9%
Interrogative mood 31.9% 15.1%
Imperative mood 7.4% 13.3%
Word/Phrase 7.4% 2.9%
As illustrated in Table 5, in both cases, the interrogative mood is

commonly used to express the senders’ opinion, not for asking a question.
However, in the case of Seo-yeon, it was followed by declarative mood.
Imperative mood and word and phrase were equally used. Meanwhile, in
the case of Olivia, it was followed by imperative mood, declarative mood,
and word and phrase, respectively.
For example, “Don’t you have nipples?” and “Does this person have
some kind of mental illness?” These sentences have no function as
questions. They are used to criticize Seo-yeon for not wearing a brassiere.
Consequently, they are indirect speech acts. A declarative mood is
occasionally used. An example is “I don’t care what you are doing, but hope
it does not become a trend.” This sentence does not function as a
statement. It indirectly criticizes Seo-yeon as well.
Words and phrases are also used; for example, “pig” and “no bra
again, Seo-yeon.” These words might be interpreted as Seo-yeon was a pig,
and Seo-yeon was not wearing a bra again. Since she was human, not a
pig, the first sentence, then, has a metaphorical meaning. Merriam-
Webster defines another meaning of pig as “a dirty, gluttonous, or
repulsive person.” Therefore, this word is an indirect speech act. Likewise,
the second does not inform about something. It intentionally criticizes her
for not wearing a brassiere.
Another example is an imperative mood, such as “Wear a bra!” It
is not an order, but it indirectly criticizes Seo-yeon for inappropriately
dressing. Others examples from Olivia’s Instagram are “Did you think about
this before or after beating your fella with a lamp in his sleep?” and “Did
you call him an ambulance after hitting him to be kind hahaha fame hungry
rat lol.” These interrogative moods are not used to ask a question. These
comments indirectly criticize Olivia. Thus, they are indirect speech acts.

Similarly, imperative mood indirectly functions as criticizing Olivia as in
“Practice what you preach.” Therefore, it is indirect speech acts.
Another type of mood is declarative. An example is “You appear to
wear more makeup than clothes.” This example cannot be interpreted as
a literal meaning. It intentionally satirizes Olivia’s behavior. Words and
phrases are occasionally used, such as “Lamp.” This word does not inform
something about a lamp and is used to satirize Olivia as she assaulted her
boyfriend with one. Consequently, it is an indirect speech act.
4.2 Discussion
The results are discussed based on the two research questions
RQ1: What are the forms of language used in cyberbullying toward

celebrities?
To better answer this research question, the details about
cyberbullying comments are provided. As aforementioned, this study
labels bully comments according to three features of cyberbullying:
repeated action, imbalanced power, and harmful intention. In the case of
Seo-yeon, most of the abusive samples were liked, mentioned by
someone, or reposted on the same topic by other users. Few of them were
posted only once; however, these can also count as cyberbullying since
they can be forwarded without control. Moreover, they can remain online
for an extended period due to digital footprint.
In terms of power differential, not knowing persons behind these
aggressions can result in Seo-yeon feeling powerless in protecting herself.
In the part of the intentional aspect, most of these harassments can be
classified as representatives according to the classification of speech act.
In other words, the senders intentionally demonstrate what they believe.
More specifically, they believe that women being braless in public is
unsuitable. They blamed her for not following the social norm; for
example: “Although you don’t wear a bra, at least observe the rules of
etiquette for nipples” and “American style clothes are too sexy to Korean.”
These comments reveal social expectations. This might be because
South Korea has long been dominated by Confucian values and has a set
of beliefs and values on femininity related to virtue and modesty (Bell &
Chaibong, 2013). More importantly, individuals, especially celebrities,
acting against Confucian values are vulnerable to cyberbullying (Debary &
Haboush, 1985). Furthermore, righteousness in the Confucian tradition
seems to allow people to become cyber vigilantes and attack wrongdoers
according to their perception (Epstein & Jung, 2011).
After labeling bullying comments, all samples were categorized as
harassment according to cyberbullying type. Furthermore, indirect speech
acts were found more frequently than direct speech acts. Interrogative
mood was frequently used, followed by declarative mood. Imperative
mood and words and phrases were equally used. This indirectness can be
influenced by the social context (Fussell & Kreuz, 2014). According to Ting-
Toomey (1988 as cited in Fussell & Kreuz, 2014), people in collectivist
cultures tend to be more attuned to other’s face than people in
individualist cultures. This might imply that South Koreans, as collectivists,
tend to be more indirect speakers.
In sum, the most common form of language used in cyberbullying
toward celebrities found on Seo-yeon’s Instagram is an indirect speech act.
More specifically, South Koreans tend to use the interrogative mood to
bully celebrities online.
In the case of Olivia, similar to Seo-yeon, most malicious comments
were liked, mentioned by others, and repeatedly posted on the same
subject by others. The anonymity of the aggressions might have made her
feel defenseless. In terms of intention, most of the samples were
categorized into representatives as well. For example, “Nasty abuser!” and
“Abusive skank.” These comments represent that domestic violence is not
acceptable.
Moreover, Olivia was harassed because of the age gap in her
relationship, such as “Nonce” and “pedophile.” These words represent
public opinion. It is believed that large age differences in relationships are
widely unacceptable, especially female-older relationships (Banks &
Arnold, 2001).
After the labeling process, two types of cyberbullying were found:
denigration and harassment. In addition, the direct speech act was
commonly found in this case study. These findings show that the highest
frequency of direct speech act is declarative mood, followed by words and
phrases. As noted earlier, people who live in a collectivist culture have a
tendency for adjusting to other’s face more than people who live in an
individualist culture (Ting-Toomey, 1988 as cited in Fussell & Kreuz, 2014).
This might assume that English, as a language associated with individualist
cultures, speak more directly.
In conclusion, the most common form of language used in
cyberbullying toward celebrities is direct speech act. In other words, the
English tend to use the declarative mood to bully celebrities online.
RQ2: Does cultural difference influence language use in

cyberbullying?
According to the finding of the first research question, it can be

concluded that South Korea, as representative of Eastern culture and
England, as representative of Western culture, have different forms of
language use in cyberbullying against celebrities. In Eastern culture, people
speak indirectly, whereas, in Western culture, people speak directly. That
is to say, culture influences language form in cyberbullying and can be used
as a key to forecasting a verbal bullying pattern. This finding is consistent
with the result of Li (2008), who found that cultural differences play a
significant role in differences in cyberbullying behaviors and can predict
online aggression.
Interestingly, in the case of Olivia, most bullying comments labeled
her as an abuser after the media reported her alleged attack on her
boyfriend. This action shows how journalists and the tabloid press
influence people’s perceptions. However, Greenslade, a media columnist
for The Guardian, revealed that
“this is one of those great hypocrisies of the British public,

that they indulge in reading, and often writing, about these
celebrities and then when things go wrong, they turn on the
media and say it’s all the media’s fault” (Marshall, 2020, para.
13).
This quote highlights the relationship between the tabloids and the
British public.
Additionally, this behavior is consistent with the finding of Ouvrein

et al. (2017), who stated that the participants of their study were
entertained by celebrity gossip. They believed that journalists have the
right to embarrass celebrities, and the celebrities should be able to deal
with it. Indeed, this previous research found that adolescents morally
accept this behavior. The affirmation of the journalists’ right to report on
celebrities in embarrassing situations is because adolescents consider
their intentions as humorous and harmless (Ouvrein et al., 2017). That is
to say, the flow of negative comments toward celebrities are fun and
harmless in the view of adolescents. This result seems comparable with
earlier research revealing that gossip news is a place where the users feel
comfortable posting cruel comments (Pyżalski, 2011), and adolescents, as
frequent users of the Internet, regularly criticize celebrities online
(Whittaker & Kowalski, 2015). This repetitive criticism might increase their
acceptance of this aggressive behavior (Ouvrein et al., 2017). This also
supports the finding of Ouvrein et al. (2019), who stated that peers’
approval of online aggression influences adolescents to participate in such
negative online behavior. In other words, cyber-harassment toward
celebrities might be regarded as a normal and humorous behavior.
For example, one comment posted after Olivia’s death was “…I
made a joke about something that was in popular culture. Since then the
joke has taken on a new meaning that’s not my fault.” It is clear that some
people consider their post as a joke and as taking part in the process of
popular culture which refers to “cultural products such as music, art,
literature, fashion, dance, film, cyberculture, television, and radio that are
consumed by the majority of a society's population. Popular culture is
those types of media that have mass accessibility and appeal” (Crossman,
2019). Generally speaking, making a joke on the Internet seems similar to
one of these socio-cultural products.
4.3 Conclusions
The finding not only suggests that the different forms of language use
arising from cultural differences are significant but also suggests that the
way people use language reflects their societal opinion and culture. People
who break with social norms might be more likely to be bullied.
Moreover, the utterances that members of both societies use to
bully in these case studies might contribute to the impression that
negative online behavior is common, and everyone can engage in it. As
aforementioned, one comment posted after Olivia’s death was “…I made
a joke about something that was in popular culture. Since then the joke
has taken on a new meaning that’s not my fault.” Some people might
believe that it is only a joke in popular culture. This joking aspect is similar
to the result of Ouvrein et al. (2017) who found that participants view cruel
comments as fun and harmless behavior and underestimate their negative
effect. Furthermore, it can be inferred that negative online behavior
repeatedly appearing on the Internet is viewed by some as being a part of
“popular culture” and that reproducing such negative comments is within
the norm.
Of course, there is no absolute way to demonstrate what any one
sender aims to perform in terms of intention. Speech act is one theory that
helps the receiver interpret the intention to be recognized as an act and it
depends on many factors, such as context, social background, and culture.
The receiver can observe these cues to interpret the real intention of the
sender.
An obvious example is the word “lamp.” This word is ordinary in
other contexts; however, the senders intended to satirize Olivia and can
be considered as an instance of bullying since it was repeatedly posted on
her Instagram after the report appeared in the news media about the
alleged assault on her boyfriend. Therefore, it might be difficult to only rely
on automatic cyberbullying detection to identify potential risks from the
text. It would be better to raise awareness among the population of the
risks of posting a personal opinion or even a joke online since they can be
interpreted in a negative way.
4.4 Limitations
This study has some limitations. First, the translation across languages
might lose some features; however, the translator, a Korean English
teacher, has attempted to maintain the intention of the text and its
sentence structure since they are significant parts of this study. Second,
the current data are based on female celebrities and conducted by
focusing on cyberbullying on Instagram accounts, which reflect the
language use of a single medium. Last, this study selected only text and
does not include emojis, inclusion of which may have extended the results.
4.5 Recommendations
Future studies may include more case studies not limited to female
celebrities. Moreover, future work may extend to include emojis and focus
on other platforms such as Twitter or Facebook. Different social media
engages different groups of people, which may reflect the usage of
language. Interestingly, some people try to criticize the bullies by posting
“You’re vile! This is the reason she’s dead. You weren’t there you have no
idea what happened you only see stories on the news and everyone
assumes it true” and “‘popular culture’ what utter rubbish! You used your
so called humour to (put plainly) pick on a her! Your comment is part of
the problem and played it’s part in the bigger picture of trolling. I hope
hindsight plays it’s part with you”. These comments show how violently
bystanders can react to cyberbullying. It would be interesting to examine
these bystanders who counterattack through online aggression
themselves.
ACKNOWLEDGEMENTS
My sincere gratitude goes to Ms. Lee Seul for translating the comments
from Korean to English.
ABOUT THE AUTHORS
Suriya Saengprang: a graduate student in School of Language and

Communication, National Institute of Development Administration,
Bangkok, Thailand
Savitri Gadavanij: an Assistant Professor in School of Language and

Communication, National Institute of Development Administration,
Bangkok, Thailand
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LEARN Journal: Language Education and Acquisition Research Network

(ISSN: 2630-0672 (Print) | ISSN: 2672-9431 (Online)

Cyberbullying: The Case of Public Figures

Received in Cyberbullying has become a serious global issue. Previous

Cyberbullying is reported as a serious issue around the world. According

LEARN Journal: Vol. 14, No. 1 (2021) Page 345

2.1 Notion of cyberbullying

Cyberbullying is an aggressive action comprised of intention to cause

2.1.1 Related Studies Regarding Cultural Differences in

2.1.2 Related Studies on Cyberbullying toward Celebrities

2.2 Speech acts theory

LEARN Journal: Vol. 14, No. 1 (2021) Page 348

2.2.1 Classification of illocution acts

2.2.2 Direct and Indirect Speech Act

LEARN Journal: Vol. 14, No. 1 (2021) Page 349

3.1 Criteria for selecting participants

LEARN Journal: Vol. 14, No. 1 (2021) Page 350

To better understand the participants, their profiles are presented as

She once revealed that

“when I first posted pictures of me braless, there were so

She also added that

“I wish people would look at me and think, ‘Well, someone

Seo-Yeon committed suicide in October 2019. After her death,

3.3 Data collection

The data were utterances in the comment column of Seo-yeon’s and

LEARN Journal: Vol. 14, No. 1 (2021) Page 352

“at least a quarter of their cyber victims were their former

Moreover, most cyberbullying behavior often lasted approximately

3.4 Data analysis

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4. RESULTS AND DISCUSSION

4.1.1 Categories of cyberbullying

Categories of Cyberbullying Found in the Case Studies

Cyberbullying’s Types Seo-yeon Olivia

As illustrated in Table 1, only harassment was found on Seo-yeon’s

LEARN Journal: Vol. 14, No. 1 (2021) Page 354

4.1.2 Classification of speech act

Classification of Speech Act Found in the Case Studies

Speech Act Classification Seo-yeon Olivia

Table 2 shows that most comments in both cases were

LEARN Journal: Vol. 14, No. 1 (2021) Page 355

Another classification is expressives which accounted for 4.5%. This

“to express the psychological state specified in the sincerity

In other words, the sender expresses his or her feeling and

LEARN Journal: Vol. 14, No. 1 (2021) Page 356

4.1.3 Direct and indirect speech act

Direct and Indirect Speech Act Found in the Case Studies

Direct and Indirect Seo-yeon Olivia

LEARN Journal: Vol. 14, No. 1 (2021) Page 357

Structure Classified as Direct Speech Act in the Case Studies

Structure Seo-yeon Olivia

From Table 4, the declarative mood is most frequent in both cases.

LEARN Journal: Vol. 14, No. 1 (2021) Page 358

Structure Classified as Indirect Speech Act on the Case Studies

Structure Seo-yeon Olivia

As illustrated in Table 5, in both cases, the interrogative mood is

LEARN Journal: Vol. 14, No. 1 (2021) Page 359

The results are discussed based on the two research questions

RQ1: What are the forms of language used in cyberbullying toward

RQ2: Does cultural difference influence language use in