Oral communication is essential for people's workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students' apprehension based on observation and supported by the modified FLCAS were 20% in the low category, 60% in the moderate category, and 20% in the high category. Students in the high apprehension category showed more symptoms than students in the moderate and low apprehension categories.

In language conferences, student papers, some linguistics textbooks, and wider culture, the critical period hypothesis is presented as factual despite still being fiercely debated in academic literature. The widespread popular acceptance of the hypothesis contrasts with a sharp debate and criticism of it in academic literature (Muñoz & Singleton, ; Ortega, ). This article considers the basis of the hypothesis, a concept from biology that describes a species‐wide acquisition window for a trait that affects every member of the species and ends in a relatively abrupt manner (Knudson, ). After a critical period passes, a member of the affected species has little or no hope of acquiring a trait, as if the window were permanently sealed. The article then discusses the evidence for and against the hypothesis from additional and native language acquisition, ultimately concluding that evidence best supports a sensitive period within the first 2 years of life (Muñoz & Singleton, ). Discussion then turns to what factors determine success in language learning, with consideration of how teachers can best support their students of all ages and how to change popular acceptance of the hypothesis and its inhibition of language learning.

Based on previous research suggests that programs which are more supportive of English learners' (ELs) native language help them better acquire academic language and skills and that additional cognitive development allows more linguistically complex writing, this research study examines compositions of three groups of 15 5th grade students, including one group of non-ELs and two groups of ELs enrolled in different types of programs for ELs in order to determine the linguistic complexity of their writing. The research found that ELs who were in a program more supportive of their home language wrote longer and more linguistically complex essays than those who were not and even showed signs of writing longer and more linguistically complex essays than non-ELs.

The purpose of this study was to determine the politeness strategies used by teachers when teaching English in coeducational classrooms and the impact of these strategies on students. We focused on analyzing teachers' verbal perceptions of off-record politeness and explained the implications of politeness as found in two English lesson recordings. Researchers employed targeted selection and informative qualitative studies to obtain data. Data were collected through interviews and observations. Researchers transcribed the conversation and applied the theory of Brown and Levinson to analyze it. The subjects of this study were high school English teachers in South Sulawesi. Researchers observed classrooms by recording teacher activity and analyzing it using The theory of etiquette techniques by Brown and Levinson. Consequently, the effects on students in learning are motivation, student attitudes (emotional), respect for teachers, self-confidence, activity, participation in the teaching and learning process, and integrity.

Abstract. This study sought to determine whether students in the English Language Study Program are interested in the lecturer's teaching performance in learning English for Tourism subject for hybrid classroom, as well as the impact of the lecturer's teaching performance on students' interest in learning English for Tourism subject. This study employed a combination of quantitative and qualitative studies In the academic year 2021/2022, the population consisted of students of English Language Education (ELE) study program. There were 260 ELE students as the population.  By addressing purposive sampling, which has some categories namely: the students who were enrolling in English for Tourism subject; the students were eager to participate in this study. There were 52 students involved as the subject.  In order to obtain the data, the researchers utilized the survey questionnaires and semi-structured interview as research tools. Testing the hypotheses provided information on the relationship between lecturer’s teaching performance and students’ interest in learning English for Tourism subject. SPSS version 26 for Windows was utilized by the researcher to handle and analyze the data for this study.  The findings of this study demonstrate that the majority of questionnaire computations result in. According to the findings of the interviews, the majority of students believe that the teacher's teaching performance has an impact on students' interest in learning the English for Tourism’ subject. Some implications has been  proposed by the researchers namely: the beginning to build effective plans, well-prepared lecturers need to have a thorough understanding of the work at hand, they are: the language appropriate for the level; the appropriate skills; the appropriate learning resources; the appropriate teaching stages and methods; A variety of activities; Classroom management abilities; grab your online and offline studentsKeywords: Students’ Interest; Teaching Performance; Hybrid Classroom