<![CDATA[A This study delves into how Indonesian university students employ politeness strategies when making requests in academic contexts. Anchored in Brown and Levinson’s (1987) theory of politeness, the research investigates how learners manage face-threatening acts (FTAs), particularly during interactions between students and lecturers an environment marked by hierarchical and cultural sensitivities. The study employs a qualitative approach using a Discourse Completion Task (DCT) and open-ended questionnaires to collect data from 150 students at the University of Pahlawan Tuanku Tambusai, resulting in 2,250 responses. Through thematic analysis, the research uncovers that students predominantly utilize both negative and positive politeness strategies. These strategies are shaped by various sociocultural factors, including respect for authority, perceived social distance, and institutional norms. Notably, the study reveals that students consciously adjust their language to avoid imposition while maintaining clarity and respect in communication. The findings underscore the critical role of pragmatic competence in English as a Foreign Language (EFL) settings, especially in countries with strong cultural hierarchies. Moreover, the study offers valuable implications for language educators in designing pragmatic instruction that equips learners with the skills to navigate polite, context-sensitive communication in academic and professional environments.]]>
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