Children with disabilities face disproportionate vulnerability to sexual abuse, coercion, and misinformation, positioning disability inclusive Comprehensive Sexuality Education (CSE) as a critical educational safeguard. Yet, in socio culturally conservative settings, implementation debates often rely on a single notion of “support,” overlooking which parts of CSE are accepted, which are resisted, and where negotiation is most needed across stakeholder groups. This quantitative descriptive study addressed that gap by mapping multi stakeholder readiness for disability inclusive CSE for children with special needs in West Java, Indonesia, using eight UNESCO based CSE dimensions. Purposive sampling recruited teachers, parents, and community leaders (N = 89). Data were collected using a validated Likert scale instrument adapted from UNESCO guidance with strong internal consistency (Cronbach’s alpha = 0.87). Results showed high but uneven endorsement across dimensions, with the strongest support for Sexual and Reproductive Health (94.4%) and the lowest support for Sexual Behaviour (77.6%), indicating that behaviour related content remains the central point of hesitation. Exploratory modelling further suggested that enabling capacity factors matter, with education level and teaching experience jointly explaining a substantial share of variance in overall endorsement (R squared = 0.47). By conceptualising readiness as multidimensional and socially negotiated, this study contributes an empirically grounded acceptability map that can guide sequenced curriculum implementation, strengthen teacher professional development, and structure stakeholder dialogue to advance inclusive child protection efforts in Indonesia and comparable contexts.
Digital platforms are increasingly transforming how vocational students practise English speaking beyond conventional classroom interaction. However, limited empirical attention has been given to how social media-based learning and learning management systems jointly support English for Specific Purposes (ESP) speaking practice in technical education, particularly among Mechanical Engineering students. Addressing this gap, this study examined students’ perceptions of TikTok and Edlink as complementary platforms for ESP speaking practice and investigated whether satisfaction with speaking progress predicted their intention to continue using digital speaking platforms. A descriptive quantitative design, supported by students’ reflective responses, was employed with 60 Mechanical Engineering students at Banjarmasin State Polytechnic. Data were collected through a 34-item Likert-scale questionnaire and analysed using descriptive percentage analysis, simple linear regression, and ANOVA. The findings showed that students’ overall perceptions were predominantly neutral, with only one item, motivation to complete speaking tasks through TikTok compared with traditional classroom activities, reaching a high category. TikTok was perceived as useful for increasing motivation, confidence, and willingness to practise speaking, while Edlink was valued for its structured learning pathway, task organization, feedback, and academic alignment. Regression analysis revealed that satisfaction with ESP speaking progress significantly predicted continuance intention, explaining 58.4% of the variance in students’ intention to keep using digital platforms. This study offers an original contribution by positioning TikTok and Edlink not as competing tools but as complementary components of a blended ESP learning ecosystem, with implications for designing more engaging, structured, and sustainable speaking instruction in vocational higher education.
Educational institutions increasingly face challenges in sustaining teachers’ organizational commitment amid shifting professional expectations and institutional pressures, particularly within private and faith-based schooling contexts. Despite extensive research, prior studies tend to examine leadership, work environment, and school culture in isolation, with limited empirical integration of these variables within a unified structural model that also tests the mediating role of work motivation. Addressing this gap, the present study investigates the direct and indirect relationships among leadership style, work environment, school culture, work motivation, and teachers’ organizational commitment in Muhammadiyah senior high schools. Employing a quantitative explanatory design, data were collected from 72 teachers and analyzed using Structural Equation Modeling with the Partial Least Squares approach. The results indicate that leadership style and work environment significantly and positively influence organizational commitment, while school culture does not demonstrate a significant effect. In contrast, work environment and school culture significantly enhance work motivation, whereas leadership style shows no meaningful impact. Importantly, work motivation neither affects organizational commitment nor mediates the relationships between organizational factors and commitment. These findings reveal a structural distinction between professional motivation and institutional attachment, suggesting that commitment is shaped more directly by relational and environmental organizational experiences than by motivational mechanisms. The study offers theoretical refinement by challenging the assumed mediating role of motivation and contributes practical insights for educational leadership by emphasizing the importance of strengthening workplace conditions and participatory leadership to sustain teacher commitment in broader educational systems.
Early language learning increasingly relies on rich multimodal input to stimulate vocabulary growth and literacy development in young learners, yet systematic evidence on structured video-based vocabulary instruction in Indonesian primary EFL classrooms remains limited. Addressing this gap, this classroom action research examined how vocabulary videos enhance first-grade students’ vocabulary mastery in a private elementary school in Bali. Twenty-two learners participated, with nine low-achieving students receiving focused support. Following two cycles of the Kemmis and McTaggart model, data were gathered through observations, interviews, worksheets, and post-tests. The intervention integrated animated vocabulary videos, guided pronunciation, muted-video guessing tasks, translation scaffolding, and scaffolded writing, complemented by parental involvement through home practice activities. Results revealed consistent improvement, with mean scores increasing from 85.13 in Cycle 1 to 88.60 in Cycle 2, and all target students surpassing the minimum competency benchmark. Qualitative findings indicated heightened motivation, confidence, independent recall, and digital learning habits. The study demonstrates that multimodal video-supported routines, when implemented reflectively and paired with writing and retrieval tasks, foster both receptive and productive vocabulary skills in beginning EFL learners. This work contributes empirical evidence on early digital-media integration in Indonesian EFL settings and underscores the pedagogical value of combining classroom multimedia exposure with guided home engagement. In a wider context, the findings suggest that curriculum designers and early-grade educators should integrate structured video-based vocabulary instruction to support young learners’ foundational language, literacy, and responsible technology habits.
In an era where global communication increasingly depends on multilingual competence, ESP classrooms are no longer linguistically uniform spaces but dynamic sites of negotiation between languages, identities, and professional demands. Yet, despite this reality, ESP pedagogy continues to be shaped largely by monolingual assumptions that overlook how learners actively navigate multiple linguistic resources in meaning-making. Existing studies have predominantly focused on needs analysis and material design, with limited attention to learners’ situated voices in multilingual vocational contexts. Moreover, prior research has rarely extended extensive listening theory beyond traditional reading while listening paradigms, leaving a critical gap in understanding how listening-oriented meaning construction operates in multilingual ESP environments. Addressing this gap, the study adopts a mixed-method case study design involving 45 cadets at Politeknik Pelayaran Sulawesi Utara from diverse linguistic backgrounds. Data were collected through structured questionnaires and open-ended responses, analyzed using descriptive statistics and thematic analysis. Results show 70% of participants prefer bilingual instruction combining English and Indonesian, while 20% favor full English and 10% support inclusion of local languages. Regarding pedagogical preferences, Task-Based Learning (25%), Collaborative Learning (20%), and Role Play (18%) emerged as most effective approaches, whereas lecturing (5%) and grammar translation (10%) were less favored. Furthermore, 49% of students perceived the multilingual environment as supportive, 29% as neutral, and 22% as challenging. These findings position multilingualism as a pedagogical resource facilitated through translanguaging and interactive practices. The study contributes by advancing learner-centered ESP pedagogy and recontextualizing extensive listening within multilingual contexts, with implications for adaptive curriculum design, teacher development, and inclusive language policy in global education.
Elementary school teachers in West Papua demonstrate critically low pedagogical competence in basic mathematics instruction, reflecting persistent educational disparities in eastern Indonesia. This study aims to measure the effectiveness of the Gampang, ASyik, and menyenaNGkan (GASING) method in improving teachers’ competence in teaching basic arithmetic operations. It is hypothesized that the GASING training program will significantly improve teachers’ pedagogical competencies across all five arithmetic domains, with larger gains among teachers with lower initial competencies. The research employed a quasi-experimental one-group pretest-posttest design with 40 elementary school teachers in South Manokwari who participated in an intensive three-week training (October 21 – November 8, 2025). The research instrument was a competency test measuring five domains: Bakal Kubagi concept, addition, multiplication, subtraction, and division. Data were analyzed using paired samples t-test with SPSS 27. The results showed significant improvements (p<.001) across all competency domains with very large effect sizes (Cohen’s d ranging from 2.32 to 5.21). The mean total score increased from 15.87±16.73 to 79.80±12.31 (gain=63.93±12.98). Eighty percent of teachers achieved the high improvement category (gain>50). A strong negative correlation (r=-.756, p<.001) between initial scores and improvement indicates an equity-enhancing effect. The research concludes that the GASING method is highly effective as a teacher empowerment model in disadvantaged areas, with important implications for professional development policies based on innovative and contextual pedagogy.
The rapid proliferation of generative Artificial Intelligence (AI) tools in higher education has fundamentally reshaped academic writing practices while simultaneously raising serious concerns about academic and linguistic integrity. Within language education, this transformation creates a critical tension between technological efficiency and the preservation of authentic student learning. Addressing this emerging challenge, the present study investigates lecturers’ perspectives on AI generated assignments with particular attention to linguistic integrity and pedagogical responses in the TBI Study Program at Universitas Islam Negeri Sumatera Utara. Using a mixed methods design, the study combined a survey of 20 lecturers with semi structured interviews involving 10 purposively selected participants who regularly assess student assignments. Quantitative data were analyzed using descriptive statistics, while interview transcripts were examined through thematic analysis to identify patterns related to authenticity, assessment practices, and institutional support. The findings reveal that the majority of lecturers have encountered AI generated assignments that demonstrate high grammatical accuracy but frequently lack originality, critical engagement, and a recognizable student voice. Lecturers also reported growing concerns that excessive reliance on AI weakens students’ critical thinking and reflective learning processes. In response, educators employ strategies such as drafts, reflective commentaries, oral defenses, and multimodal assessments to emphasize learning processes rather than final products. The study also highlights the lack of clear institutional policies on AI use in assignments and shows how language educators navigate the tension between technological innovation and academic authenticity, informing the development of AI aware pedagogical frameworks and policies that safeguard linguistic integrity in higher education.
Understanding environmental pollution and ecosystem degradation requires students not only to recognise environmental phenomena but also to articulate causal relationships through coherent scientific explanations. However, many students struggle to translate visual, graphical, and contextual information into structured verbal representations, limiting their ability to construct meaningful environmental concepts. While contextual and local wisdom–based learning has increasingly been promoted in science education, empirical evidence on how students develop verbal representations of environmental concepts within an ethnoecological framework remains limited. Addressing this gap, the present study investigates the initial profile of students’ verbal representation skills in constructing knowledge of environmental pollution and damage through an ethnoecological learning perspective. A qualitative descriptive design was employed involving 20 tenth-grade students from SMAN 16 Surabaya selected through purposive sampling. Data were collected using a verbal representation test designed to measure three indicators: abstraction, relation, and extension across multiple representation types, including visual–verbal, verbal–verbal, graphic–verbal, and mathematical–verbal forms. The findings indicate that students demonstrate the highest achievement in abstraction through visual–verbal representation (100%) and relatively strong performance in verbal–verbal abstraction (84%), suggesting that visual scaffolding effectively supports conceptual explanation. Conversely, lower performance in graphic–verbal tasks indicates difficulties in interpreting data relationships and expressing them through systematic verbal reasoning. These results highlight the critical role of multimodal representation in facilitating conceptual construction within environmental learning contexts. This study contributes novel empirical insight into students’ verbal representation profiles within ethnoecology-based environmental education and provides pedagogical implications for designing multimodal, context-responsive learning strategies that strengthen scientific communication and environmental literacy in secondary education.
Digital transformation has significantly influenced Indonesian language learning in higher education through the integration of ICT, digital platforms, and artificial intelligence (AI). However, existing studies remain fragmented, often focusing on specific technologies or isolated pedagogical practices without providing a comprehensive understanding of how digital learning is implemented in Indonesian language education. This gap highlights the need for a systematic review that synthesizes current evidence, identifies dominant trends, and examines emerging challenges in the context of rapid digital transformation. This study employed a Systematic Literature Review (SLR) guided by the PRISMA protocol to analyze empirical studies published between 2020 and 2026. Data were collected from Scopus and Google Scholar databases using predefined inclusion and exclusion criteria. From 300 initial records, 23 eligible studies were selected and analyzed through thematic coding and cross-study synthesis. The findings reveal five interconnected themes: digital learning strategies, ICT integration, language-specific pedagogy, digital literacy, and AI-based learning technologies. The review indicates that digital technologies tend to support engagement and language learning when combined with student-centered instructional design and adequate digital competence. Digital literacy also emerged as both a facilitator of learning participation and a source of inequality related to access and technological skills. In addition, AI-based tools provide opportunities for interactive and personalized learning while raising concerns regarding learner dependency and pedagogical control. This study proposes a holistic framework integrating pedagogy, technology, digital literacy, learner readiness, and AI in Indonesian language learning. The review is limited to higher education studies indexed in Scopus and Google Scholar. Future research should investigate longitudinal impacts of AI-supported language learning and integrated digital pedagogical models.
Mathematics learning at the elementary level, particularly in spatial geometry, still faces challenges in improving students’ conceptual understanding. These challenges are mainly related to students’ difficulties in visualizing three-dimensional objects and the limited variety of learning media used in classrooms. Previous studies have examined Pop Up Book media and QR Code–based learning separately; however, few have explored their integration within a structured Problem Based Learning (PBL) framework to enhance conceptual understanding, especially in geometry. This study aims to develop a QR Code–assisted Pop Up Book learning media based on the Problem Based Learning model for elementary mathematics learning. It employs a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The developed media was validated by three experts: a material expert, a media design expert, and a language expert. The implementation involved 55 fifth-grade elementary school students. Data were collected through observation, interviews, questionnaires, and learning outcome tests. The validation results showed Aiken’s V values ranging from 0.67 to 1.00, indicating high content validity. Students’ learning outcomes improved after using the media, as reflected in an N-Gain value of 0.79, categorized as high improvement. These findings demonstrate that integrating Pop Up Book visualization, QR Code–based digital resources, and the Problem Based Learning approach effectively enhances students’ conceptual understanding of spatial geometry, offering a more comprehensive and integrated instructional approach.
Educational transformation in Indonesia demands learning strategies that are not only effective, but also responsive to deep disparities in access, pedagogy, and institutional capacity. Yet the existing scholarship remains fragmented, typically examining self-regulated learning, technology integration, active pedagogy, or quality assurance as separate interventions rather than as interdependent forces within a broader educational ecosystem. Addressing this gap, this systematic literature review synthesizes 22 empirical studies published between 2020 and 2025 and analyzes academic learning strategies across primary, secondary, and tertiary education in Indonesia using the PRISMA-guided SLR approach. The review identifies five recurring and interconnected dimensions: self-regulated and metacognitive learning, digital and technology-enhanced learning, active and student-centered pedagogy, institutional and quality assurance strategies, and socio-emotional and motivational support. The findings show that self-regulated learning is the most dominant and consistently effective strategy for strengthening autonomy, self-efficacy, and academic performance, while digital innovation and institutional readiness act as critical enabling conditions for broader pedagogical improvement. However, the effectiveness of these strategies is strongly conditioned by contextual barriers, particularly teacher preparedness, infrastructural inequality, and persistent gaps between policy design and classroom practice. The originality of this study lies in its multi-dimensional IMRAD-based synthesis, which reframes academic learning strategies as an interconnected system operating across individual, instructional, and institutional levels. This study contributes a more holistic framework for research, policy, and practice, with wider implications for developing countries seeking equitable, context-sensitive, and sustainable educational reform.
Listening instruction in EFL contexts frequently privileges short, test-oriented audio materials, limiting opportunities for sustained exposure and learner autonomy. While extensive listening has been proposed as a fluency-building approach, its implementation often remains under-supported and narrowly audio-based. Although audiobooks have been explored in reading-while-listening research, their potential to reconceptualize extensive listening as a multimodal, strategy-driven practice remains insufficiently examined. This mixed-method case study investigates how digital audiobooks reshape extensive listening practices in an Indonesian undergraduate EFL classroom. Twenty-five second-semester students participated in a semester-long audiobook-integrated course. Questionnaire results (20-item Likert scale) reveal strong metacognitive engagement, with repetition as the most frequent strategy (M = 67.6%), followed by transcript-supported listening (M = 64.1%), strategy use awareness (M = 63.5%), accent recognition development (M = 62.1%), and playback control utilization (M = 62.1%). However, confidence without textual scaffolding remained moderate (M = 51.7%), indicating transitional listening independence. Thematic interview findings further demonstrate initial accent-related difficulty, followed by increased emotional immersion, vocabulary noticing, and sustained listening motivation. The study reframes extensive listening as a multimodal, self-regulated process in which digital audiobooks function not merely as input sources but as tools for fostering strategic processing, affective engagement, and learner autonomy. By positioning audiobooks within contemporary theories of metacognitive listening and multimodal input, this research contributes to expanding extensive listening pedagogy and offers implications for digitally mediated language instruction in higher education EFL settings. terms, which reviewers will expect given your powerful title.
Artificial Intelligence (AI) is rapidly reshaping English Language Teaching (ELT), yet what teachers actually do with AI in everyday classrooms is still poorly documented. Addressing this gap, this study examines how ELT teachers integrate AI as a pedagogical partner, the extent of its classroom use, and the dilemmas that accompany it. Using an explanatory sequential mixed methods design, survey data were first collected from thirty secondary and tertiary ELT teachers who already used AI tools, followed by in depth interviews with five purposively selected participants to explain and deepen the survey patterns. Descriptive statistics show moderately high levels of AI engagement, with reported classroom use ranging from about 60 to 95 percent, most teachers rating AI effectiveness at 4 or 5 on a five point scale, and challenge ratings clustering at 3 or above, indicating that benefits and barriers are experienced simultaneously. Thematic analysis of interview data reveals that teachers employ AI for AI assisted peer review, chatbot supported speaking tasks, data informed lesson planning, and real time language feedback that together enhance student participation and instructional efficiency. At the same time, teachers struggle with unequal access to devices and connectivity, limited institutional training, ethical concerns about data use and academic integrity, and the risk of student over reliance on AI. The study contributes a grounded, teacher centred account of AI integration in ELT and calls for sustained professional development, equitable infrastructure, and clear institutional guidelines so that AI can support more ethical, inclusive, and human centred language education.
Inferential statistics is a cornerstone of higher education mathematics that equips students with essential skills for evidence-based decision-making, yet many undergraduates continue to face persistent difficulties in applying adaptive reasoning, particularly in hypothesis testing, regression analysis, and data interpretation. Conventional lecture-based and textbook-driven approaches tend to focus on computational procedures, leaving a crucial gap in cultivating reasoning and reflective thinking. Addressing this challenge, the present study developed Predict-Observe-Explain (POE)-based teaching materials explicitly designed to optimize adaptive reasoning in inferential statistics learning. Using a developmental research design guided by the Hannafin and Peck model, the study progressed through needs assessment, design, development, implementation, and continuous evaluation. Validity was established through expert reviews of content accuracy, pedagogical coherence, and presentation quality, while practicality was assessed via small- and large-group trials with undergraduate mathematics education students at IAIN Kerinci. Findings demonstrated high validity (90.75%) and acceptable practicality (77.6%), affirming the feasibility of integrating POE-based materials into undergraduate statistics instruction. By embedding prediction, observation, and explanation tasks into statistical problem-solving, the materials promoted students’ logical reasoning and improved their ability to justify conclusions. This study extends the POE approach beyond its common use in science education to abstract mathematical contexts, providing an empirically validated instructional innovation that fosters higher-order reasoning. The findings contribute to enhancing curriculum design in mathematics education and support global priorities for advancing critical thinking, problem-solving, and data literacy as central competencies for twenty-first century learning.
In an era marked by rapid educational transformation, the Merdeka Belajar-Kampus Merdeka (MBKM) initiative emerges as a critical reform in Indonesian higher education, designed to bridge academic learning with real-world competencies. However, limited research has explored how this policy aligns with the foundational philosophies and pedagogical values of Islamic Higher Education Institutions (IHEIs), which prioritize ethical, spiritual, and intellectual development rooted in maqasid al-shariah. This study examines the implementation of the MBKM program in Islamic Higher Education Institutions (IHEIs) in Indonesia. Using a qualitative case study approach, data were collected through semi-structured interviews and institutional document analysis to explore alignment with Islamic educational philosophy. Thematic coding revealed three major findings: first, MBKM activities such as internships and community service resonate with Islamic principles of service (khidmah) and societal benefit (maslahah); second, institutional resistance and lack of resources hinder integration; and third, MBKM fosters opportunities for curriculum innovation that preserve Islamic identity while enhancing employability. The study contributes to the discourse on educational reform by offering a culturally responsive model of policy adaptation in religious institutions. It also provides actionable recommendations for aligning national policy with faith-based education. These findings have broader implications for advancing inclusive and value-driven higher education that respects religious traditions while embracing modernity.
Improving English proficiency among junior high school students in Indonesia remains a pressing concern, especially when conventional methods seems fail to accommodate diverse learning needs. This study investigates the effectiveness of an eclectic teaching approach that combines cognitive, behavioristic, humanistic, and social strategies to enhance students’ English skills in reading, writing, listening, and speaking. The research responds to the lack of instructional methods that engage learners holistically and adaptively. A quasi-experimental design was employed involving 75 students at SMP N 2 Jati Kudus. Students were divided into an experimental group and a control group based on their pre-test scores. The experimental group, consisting of 28 students with scores below 60, received an eclectic intervention over eight weeks, while the control group of 47 students continued with conventional instruction. Data collection included pre-tests and post-tests, as well as questionnaires, interviews, and observations. Quantitative results showed a significant improvement in the experimental group, with the average post-test score rising to 74.48 from a pre-test mean of 61.06. The t-test yielded a value of 7.309 with p = 0.001, indicating a statistically significant difference. The experimental group showed a 38.31 percent increase in performance, with no decline among participants, compared to a 10.94 percent increase in the control group. The findings offer compelling evidence for integrating eclectic strategies in English language instruction and contribute to a growing body of research advocating for differentiated, holistic approaches in education.
Higher education increasingly depends on robust academic writing competence, yet many university students in multilingual and AI-mediated contexts continue to experience persistent difficulties that are not sufficiently addressed by existing pedagogical models. Responding to the absence of a unified, consensus-based framework that integrates feedback literacy, process-oriented pedagogy, affective support, and institutional structures in the Indonesian context, this study employed a three-round Delphi method to elicit and refine expert perspectives on academic writing pedagogy. A purposive sample of fifteen EFL scholars, writing instructors, and curriculum designers from Indonesian universities completed iterative rounds of open-ended questioning and Likert-scale rating, with consensus determined using median scores and interquartile ranges. The findings reveal four core challenges, namely limited feedback literacy, surface-level and product-oriented instruction, affective barriers such as low confidence and anxiety, and fragmented mentoring systems. Experts reached strong consensus on the need for systematic feedback literacy training, the adoption of process-based and technology-supported writing instruction, explicit affective and motivational scaffolding, and institutional mechanisms such as writing centers and structured mentoring. The study culminates in a Consensus-Based Pedagogical Framework that positions academic writing as a cognitive, social, and emotional practice rather than a purely linguistic product. This framework offers a practical roadmap for curriculum developers, policymakers, and instructors, while also contributing to wider debates on the decolonization and digital transformation of academic writing in Global South higher education systems.
Vocabulary knowledge is a cornerstone of language proficiency and serves as the foundation for effective communication in English as a Foreign Language (EFL) contexts. Yet, many young learners continue to struggle with vocabulary retention when taught through conventional approaches, which are often limited to rote memorization and isolated word lists. Responding to this gap, the present study investigates the effectiveness of communicative games as an engaging instructional strategy to enhance vocabulary mastery among young EFL learners. Employing a pre-experimental design with one-group pre-test and post-test, 21 participants from Ganesha English College in Lubuklinggau were assessed through multiple-choice vocabulary tests. Data were analyzed using descriptive statistics, minimum mastery criteria comparison, and paired sample t-tests. The findings reveal a significant improvement in learners’ vocabulary scores after the treatment, confirming that communicative games foster not only better retention but also deeper word association in meaningful contexts. These results demonstrate that communicative games create an interactive and enjoyable learning environment, motivating learners to actively engage with new vocabulary. This study contributes to the growing body of literature on game-based language learning by highlighting communicative games as a practical and effective pedagogical tool in EFL classrooms. The implications extend to broader educational contexts, suggesting that integrating interactive game-based methods can support vocabulary acquisition, enhance communicative competence, and inform curriculum design for young learners in diverse EFL settings.
In rapidly evolving 21st-century EFL education, fostering higher-order thinking skills has become a critical priority, yet many classrooms continue to rely on traditional, teacher-centered practices that offer limited cognitive challenge and minimal opportunities for analytical engagement. Addressing this pedagogical gap, the present study investigates how Task-Based Language Teaching empowered through debate activities can serve as an integrative pathway for enhancing learners’ HOTS within an EFL setting. Using a qualitative phenomenological design, data were generated through in depth semi structured interviews that elicited the lecturer’s narratives about task design, classroom enactment, and perceived learning outcomes. The interview transcript was analyzed using Braun and Clarke’s six phase thematic analysis to identify recurring patterns in strategies, challenges, and perceived impacts. The findings reveal that carefully scaffolded debate cycles, explicit modeling of argument structures, and sustained language support help students move from surface level participation toward more analytic reasoning, improved fluency, and greater confidence. At the same time, the lecturer reports constraints related to time, uneven language proficiency, and the need for institutional support. Overall, the study demonstrates that debate based TBLT can function as a powerful pedagogical space for integrating language development with higher order thinking. The results contribute phenomenological insights into lecturer agency in shaping cognitively challenging EFL tasks and offer implications for curriculum design, teacher professional development, and policy initiatives that seek to align EFL teaching with global demands for critical, reflective, and socially responsive graduates.
In the context of globalized teacher education, the integration of language competence into the development of professional identity among English as a Foreign Language (EFL) student-teachers remains insufficiently addressed. This study explores how non-native English-speaking student-teachers construct their professional identity through the lens of language competence during international teaching practicums. Employing a hermeneutic phenomenological approach, the research investigates the lived experiences of two Indonesian EFL student-teachers who participated in the Southeast Asian Ministers of Education Organization (SEAMEO) exchange program. Data collection involved semi-structured interviews and document analysis, including lesson plans, reflective journals, and mentor feedback. The analysis identified four key themes: language competence as a catalyst for identity formation, self-awareness as a foundation for professional growth, the integration of disciplinary knowledge into teaching practice, and student-centered engagement. The findings reveal divergent pathways in identity construction, shaped by how each participant perceived and responded to linguistic challenges. One student-teacher reframed language anxiety as an opportunity for transformation, while the other struggled with persistent self-doubt despite technical preparation. This study addresses a critical gap in teacher education literature by emphasizing how language competence functions as a core element of professional identity, rather than a supplementary skill. The results offer practical implications for designing teacher education curricula that prioritize reflective practice, language support, and identity development. By situating language competence within the broader process of becoming an effective educator, this study contributes to a more holistic understanding of teacher preparation in international and intercultural settings.
