During classroom activities, communication with the students plays an essential role in delivering the material. This research discusses the politeness strategy employed during an online learning activity. This research aims to discover the types of positive politeness strategies employed by the EFL lecturer in online classroom interaction and elaborate on the most frequent ones.

This research was descriptive qualitative research. The subject of this research was a lecturer from Bina Sarana Informatika University, and the objects were video recordings of online classroom interaction. The researcher did observation and interviews to collect the data. Then, the researcher used Brown and Levinson’s theory of positive politeness strategy, classified into 15 different types, to analyze the data.

This research showed nine positive politeness strategies found during online classroom interaction. They were Strategy 1: Notice, A, Strategy 3: Intensify Interest to Hearer, Strategy 4: Use In-Group Identity Markers, Strategy 5: Seek Agreement, Strategy 9: Assert or Presuppose S’ Knowledge of Concern for H’s Wants, Strategy 10: Offer and Promise, Strategy 12: Include both S and H in the Activity, Strategy 13: Give (or Ask) Reasons, Strategy 15: Give Gifts to Hearer (goods, sympathy, understanding, cooperation). Among those strategies, the most frequently employed strategy during pre-activity and while-activity was Strategy 12, and during post-activity was Strategy 10. The researcher suggests the lecturer keeps implementing politeness strategies as a part of character education, and other researchers use more theories to develop the research about pragmatics.