This research seeks to: (1) identify the various types of directive speech acts employed by teachers in a hybrid learning environment, and (2) analyze the politeness strategies associated with these directive speech acts. The research adopts a qualitative methodology, gathering data on all instances of directive speech acts by teachers. Data collection involved non-participant observation, where the researcher directly observed interactions with the aid of recording devices. The data were subsequently analyzed through a pragmatic pairing method, which examines the conversational context to determine the power dynamics at play. In the context of hybrid learning, 106 instances of directive speech acts were identified. These included 19 instances of requests, 21 questions, 50 requirements, 8 prohibitives, 6 permissives, and 2 advisories. Regarding politeness strategies, the research found that among the 106 speech acts, 43 were delivered with a bald-on record strategy, 30 employed positive politeness strategies, 27 utilized negative politeness strategies, and 6 used off-record politeness strategies.  

Teachers.