Abstract
This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497.
 
 Keywords: Language politeness, academic motivation, self-efficacy, school from home.
Highlights
School from home has been an important topic to be discussed as a policy implemented during the COVID-19 pandemic
This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning and to examine the relationship between students’ academic motivation and selfefficacy during online learning
The results of the current study indicate that the intensity of the language politeness used by teachers during online learning is more likely to be declining
Summary
School from home has been an important topic to be discussed as a policy implemented during the COVID-19 pandemic It can be seen from a number of studies conducted on the similiar issue. The problems include the inadequacy of online learning media and devices, slow internet connection, poor learning facilities at home etc Such issues hinder the optimal learning process and prompt teachers to give assignments. These phenomena indicate that many teachers and students have difficulties and seem unprepared in implementing the school from home policy, it has been taking place for 1 year (Aliyyah et al, 2020; Hutchison, Paatsch & Cloonan, 2020; Primdahl et al, 2021). Some studies have shown that during school from home, many students experience some problems like boredom, anxiety, and stress in learning (Kartika, 2020; Puspitasari & Noor, 2020; Rinawati & Darisman, 2020)
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