English Lecturers Research Articles

USING TASK-BASED LEARNING TO TEACH ARGUMENTATIVE WRITING AND FOSTER CRITICAL THINKING IN HIGHER EDUCATION

This paper explores the theoretical foundations of task-based learning (TBL) and its effectiveness in enhancing argumentative writing and critical thinking skills among university students. TBL emphasizes engaging learners through meaningful tasks that mirror real-life communication, fostering linguistic competence and critical thinking—essential skills for constructing coherent and persuasive arguments. The study addresses key concepts in argumentation, such as claims, evidence, and reasoning, and underscores their significance in developing well-supported, logical arguments. Furthermore, it focuses on the exploration of (1) definition and core principles of task-based learning and its application in writing, (2) benefits of task-based learning for language and writing skills development, (3) the role of critical thinking in argumentative writing, (4) key concepts in argumentation (claims, evidence, reasoning), (5) explanation of clarity, precision, relevance, and logic (as standards of thought) in the context of argumentative writing, and (6) the relationship between critical thinking and standards of thought. This integrated framework highlights the interconnections between TBL, critical thinking, and argumentative writing and provides actionable insights for English lecturers on implementing TBL strategies in their curricula to better support students’ academic development.

From awareness to action

Abstract Global Englishes pedagogies challenge traditional English language teaching norms by promoting awareness of diverse English varieties and their communicative legitimacy. This study examines how four English lecturers at Thai universities integrate GE-awareness tasks into their classrooms, highlighting pedagogical strategies and implementation challenges. Through qualitative content analysis of lecturer interviews, three themes emerged: (1) GE-awareness task design, which includes classroom-campus bonding activities, GE-informed video analysis, and student-led discussions; (2) challenges in implementing GE pedagogies, such as institutional constraints, student resistance, and assessment misalignment; and (3) perceived impact on student learning, revealing improvements in students’ linguistic awareness, communicative confidence, and adaptability in multilingual interactions. Findings underscore the urgent need for ELT curriculum reforms to align with the realities of English as a global lingua franca. The study’s implications extend beyond Thailand, offering valuable insights for EFL educators worldwide seeking to foster inclusive and effective English communication skills in diverse sociolinguistic contexts.

Digital Competence of English Lecturers in Vietnam

Nowadays, technology plays a significant role in education, making it essential for teachers, particularly at the higher education level, to be evaluated on their digital competencies (DCs) to meet the demands of modern teaching and learning. This study employs a mixed-methods approach with survey questionnaires and interviews to examine the DCs and the implementation of digital technologies in the English teaching of 51 English lecturers across different universities in Vietnam based on the digital competencies of Educators (DCE) model. The research results show that the majority of lecturers perceived themselves as possessing a high level of DCs with the highest proficiency in the area of Professional Engagement and the lowest in Assessment. Additionally, there are no significant differences in DCs scores across genders, teaching experience and qualifications. However, in terms of age, younger lecturers demonstrate stronger DCs while those older might need additional support. In practice, the teachers acknowledged that digital tools play a crucial role in modern English teaching, but requires careful consideration, preparation, and adaptability to overcome the challenges and achieve efficiency. The study findings contribute to the ongoing discourse on teachers’ DCs and offer suggestions for educational policymakers, curriculum developers, and teacher training programs to enhance teaching and learning outcomes.

USING TASK-BASED LEARNING TO TEACH ARGUMENTATIVE WRITING AND FOSTER CRITICAL THINKING IN HIGHER EDUCATION

This paper explores the theoretical foundations of task-based learning (TBL) and its effectiveness in enhancing argumentative writing and critical thinking skills among university students. TBL emphasizes engaging learners through meaningful tasks that mirror real-life communication, fostering linguistic competence and critical thinking—essential skills for constructing coherent and persuasive arguments. The study addresses key concepts in argumentation, such as claims, evidence, and reasoning, and underscores their significance in developing well-supported, logical arguments. Furthermore, it focuses on the exploration of (1) definition and core principles of task-based learning and its application in writing, (2) benefits of task-based learning for language and writing skills development, (3) the role of critical thinking in argumentative writing, (4) key concepts in argumentation (claims, evidence, reasoning), (5) explanation of clarity, precision, relevance, and logic (as standards of thought) in the context of argumentative writing, and (6) the relationship between critical thinking and standards of thought. This integrated framework highlights the interconnections between TBL, critical thinking, and argumentative writing and provides actionable insights for English lecturers on implementing TBL strategies in their curricula to better support students’ academic development.

From Augmentation to Redefinition: ICT-Integrated EFL Learning Tasks Based on SAMR Framework

The integration of Information and Communication Technology (ICT) into English as a Foreign Language (EFL) education is increasingly vital for fostering twenty-first-century competencies. Although digital pedagogy has gained global momentum, few studies thoroughly examine ICT integration in classroom tasks from both instructor and learner perspectives, particularly in the context of Indonesian higher education. Addressing this gap, the present study investigates the extent and depth of ICT use in EFL classrooms through the lens of the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. Employing a qualitative case study design, data were collected from ten English lecturers and 250 students across three private universities in Jakarta via classroom observations, semi-structured interviews, and document analysis. Guided by Miles and Huberman’s interactive model, the analysis triangulated findings across multiple sources. Results indicate that ICT use is concentrated at the substitution and augmentation levels, especially for reading and listening tasks. In contrast, speaking and writing activities show more advanced integration, including instances of redefinition such as multimedia storytelling and collaborative blogging. Key barriers to deeper ICT integration include uneven digital literacy, inadequate infrastructure, and limited pedagogical training. This study contributes to digital language pedagogy by mapping language skills to SAMR stages and identifying pedagogical, institutional, and policy implications. It offers actionable insights for educators and policymakers to promote more systemic, equitable, and student-centered digital learning environments in EFL contexts.

Figurative Language And Lecturing In ELT

This study aims to identify the types of figurative language used by lecturers in teaching English, determine the most frequently used types, and understand the purpose behind their use. The subjects of the study were English lecturers who taught the second semester Speaking course and the fourth semester TOEFL Preparation class. Data analyzed using qualitative content analysis through , coding, thematic analysis, interpretation, and validation with triangulation were collected through classroom observation and semi-structured interview. The findings of the study indicate that lecturers use various types of figurative language, including Metaphor, Personification, Metonymy, Antonomasia, Hypalas, Irony, Satire, and Antiphrasis. Metaphor as the most dominant, because it effectively conveys abstract ideas in an imaginative way. Less frequent types such as Antonomasia and Hypalase appear situationally. The results of the study indicate that the main purpose of lecturers using figurative language in English learning teaching is to improve students' understanding and provide motivation to students. This study concludes that figurative language plays an important role in teaching English. Future researcher should suggest that lecturers integrate the use of figurative language consciously into their teaching strategies and further research can involve more lecturers and institutions to broaden understanding of the impact of the use of figurative language on student learning outcomes.

Empowering lecturers’ professionalism in improving the English language skills of maritime institute cadets: A socio-linguistic perspective

In the realm of maritime education, proficiency in English language skills holds paramount importance, especially for cadets undergoing training at maritime academies. In the globalized world, English proficiency is a basic need and plays a pivotal role in effective communication in various professional domains, particularly in the maritime industry where cadets are groomed for future leadership roles. This research investigates the role of English lecturers in enhancing the English language competencies of cadets at Sekolah Tinggi Ilmu Pelayaran Jakarta (STIP) from a socio-linguistic perspective. The effectiveness of English language instruction relies heavily on the professionalism, learning innovations, and pedagogical strategies employed by English lecturers. The study employs a qualitative approach, exploring classroom management systems, behavior, and environment to observe the efforts of English lecturers to cultivate effective communication skills among STIP cadets. It aims to identify the role of English lecturers' professionalism in improving cadets' English skills by examining aspects such as pedagogical considerations, teacher personality elements, social factors, and teacher careers. It is hoped that this study will provide insights into the professional development needs of English lecturers at STIP, offering recommendations for curriculum design, instructional methods, and teacher training programs tailored to the specific linguistic and cultural context of maritime education in Indonesia.

Realization Models of Teacher’s Conception of Teaching in English Classroom Interaction

This study investigates the realization models of teachers’ conceptions of teaching English at a vocational higher education institution in Indonesia. The research provides theoretical and practical insights for enhancing English instruction in vocational education. Teachers’ conceptions include three key dimensions: the teaching process, content of instruction, and students’ cognitive abilities and motivation. Using a multi-case study design, the research involved 11 English lecturers. Data were collected through classroom observations, syllabus analysis, and interviews. Instruments included structured interview protocols and observation checklists. The findings reveal a partial alignment between teachers’ conceptions and their actual classroom practices. However, full alignment is observed in content delivery and teachers’ understanding of students’ cognitive abilities and motivation. The study also identifies three factors influencing the realization of teaching conceptions: the vocational curriculum, learner-related challenges, and teacher-specific elements. These findings underscore the complex interplay between beliefs and practice in vocational English education and highlight areas for professional development, curriculum design, and policy refinement. Enhancing alignment between conceptions and practices, particularly in the teaching process, may lead to more effective instruction and improved learning outcomes for vocational students in Indonesia.

The Effectiveness of English Language Learning Programs at a Business School: Stakeholders’ Perspectives

This study aims to see how stakeholders perceive the English learning program at a business school in West Java, Indonesia. Looking at the aspects of learning needs, curriculum quality, and students' English proficiency; this research is part of the English curriculum design at the institution. This study used a mixed method. The questionnaires were distributed to various stakeholders. The sampling was carried out in a stratified non-random manner. A total of 90 student questionnaires, eight questionnaires from senior lecturers of subject matter, five questionnaires from English lecturers, four questionnaires from the Institution, and five questionnaires from industry/users of graduates were collected. The interviews were conducted with the institution. Using the nonparametric two-way chi-square test, the researcher found that the perceptions of various stakeholders regarding the need to learn English are the same, namely emphasizing the need for English after graduation (future needs). Meanwhile, immediate needs in the form of teaching programs aimed at helping students in their current studies, according to stakeholders, are the second priority. This study also found that stakeholders generally viewed the English curriculum at the Institution as good enough. It was also found that students’ perceptions of their English language skills were at odds with the perceptions of other stakeholders (English lecturers, course lecturers, Institution, and users). In the final section, a number of suggestions are given.

Code-Switching Practices of English Lecturers and Student Attitudes: A Sociolinguistic Case Study at Omna Trisakti Chandra Polytechnic (Academic Year 2024/2025)

The aims of the study were 1) to classify the code switching which produced by English Lecturers in teaching English as foreign language in Poltek OTC, 2) to identify types of code switching that were mostly used by the lecturers in teaching English as foreign language in Poltek OTC, 3) to describe the functions of code switching that were produced by the lecturers, 4) to describe the students’ attitude toward the use of code switching in teaching English as foreign language in Poltek OTC. This was qualitative research and the subject of the research were the students and English lecturers in Poltek OTC in academic year 2024/2025. In this study, the data were collected and analyzed by using Interactive Flows of Activities Model adapted from Miles Huberman (1984) The findings showed that the classification of the code switching used by the lecturers were tag, inter-sentential, and intra-sentential code switching. The most type of code switching produced by the lecturers was intra-sentential code switching (42%), followed by tag code switching (38%), and the last was inter-sentential code switching (20%). Regarding to the functions of the code switching, it was found that there were 8 functions, they were regulatory, emphasis, attention, clarification, sociolinguistic play, instruction, reminding, and motivating. The students’ attitude toward the use of code switching was generally positive. Based on the functions of code switching as dimensions in measuring students’ attitude, it was found that the most positive responses given by the students was sociolinguistic play. From 90 students, 86% of the students gave positive responses towards this function, followed by clarification (84%), emphasis (81%), attention (77%), instruction (75%), lexicalization (74%), and the last was regulatory (73%). From the finding above, it could be summed up that the used of code switching by English lecturers in teaching English as a foreign language in Omna Trisakti Chandra Polytechnic was responded positively by the students.

Needs analysis for critical reading e-book based on problem-based learning: Perspectives from EFL students, lecturers, and stakeholders

Indonesian higher education is placing more emphasis on developing 21st-century skills, which require EFL students to read critically, evaluate arguments, and synthesize information from various sources. However, many EFL students still struggle with critical reading due to low motivation, passive reading habits, and a lack of engaging and relevant materials. This study explored the features, content, and design elements needed to help students improve their critical reading skills using Problem-Based Learning (PBL). A mixed-methods approach was used, involving a survey of 120 EFL students from four universities in Bengkulu, Indonesia. Interviews were also conducted with 20 students, 8 English lecturers, 4 heads of English study programs, 4 alumni, 2 school principals (from junior and senior high schools), and representatives from government institutions and private companies. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic content analysis. The research instruments were validated by experts in content, evaluation, and language, followed by a small pilot study to check for clarity and reliability. The findings showed that students prioritize content relevance, clear navigation, and interactive tasks that encourage deeper engagement with texts. Lecturers emphasized the need for the e-book to align with course objectives and incorporate higher-order thinking through task-based learning. Stakeholders stressed the importance of the e-book aligning with institutional goals and supporting critical reading, thinking, collaboration, and problem-solving skills. The study’s multi-perspective approach provides a foundation for developing a relevant, engaging PBL-based e-book to enhance EFL critical reading instruction.

From Corrective to Collaborative: Understanding Feedback Practices of Indonesian English Lecturers

This study aims to investigate how Indonesian university lecturers provide feedback to students, the emotions and challenges they encounter, and the influence of culture and university regulations on feedback practices. The study employed a narrative inquiry approach, which entails listening to participants' stories and documenting their accounts verbatim. The research is conducted at four different universities in Indonesia, including both prominent institutions in the capital and smaller universities in lesser-known towns, to get a diverse range of data. Four lecturers contributed to this research, each originating from diverse locations and educational backgrounds. The data was collected through individual interviews, during which the lecturers were asked several questions on their lives and experiences in providing feedback to their students. Thematic analysis was employed to examine the data. The findings indicate that feedback serves not just to rectify grammatical errors or inaccuracies in the paper but also to enhance the interpersonal relationship between lecturer and student. The trust, caring, and culture derived from a school or nation have a significant impact. This study demonstrates that feedback is complex, influenced by the lecturer's identity, the student's emotional state, and the institutional regulations. The outcome provides novel insights into feedback literacy from the perspective of educators.

Code-Switching Strategy in Efl in Speaking Ability

Mastery of English is one indicator of the readiness of the young generation to face global challenges, there are still many factors as students in mastering the English especially in speaking. Even EFL is taught since in the school to collage, the students still have trouble, the use of appropriate method should be applied to overcome the problem during teaching and learning EFL classroom by the teacher. The use of code-switching is the way to motivate the students in order to be active in speaking class. the aims of this study was to findout the use of Code switching strategy in EFL in speaking ability of students. In this study, there were 40 students of the midwifery study program and 3 English Lectures at STIK Bina Husada Palembang as study sample in the 2024/2025 academic year. The methodology used was mixed method and in collecting the data The instrument used were questionnaire that distributed to the midwifery students in second grade and Enlish lecturers in STIK Bina Husada and the speaking test was also given to the students as pre and post test. From the obtained results of the questionnaire showed that the students often used code-switching to explain the information more clearly, it can motivated them to be active event they were still trouble in limited of vocabulary and the English lecturers believed that code-switching in EFL class to help them conveyed the materials clearly to the students. And from the speaking test showed there were positive effect of this strategy to make students more in speaking that it can be seen from the development of students speaking in the class.

Research Engagement in Practice: From EFL University Lecturers’ Perceived Effects to Strategies for Integration into Teaching

Research engagement is crucial in higher education, fostering lecturers’ professional growth, institutional development, and pedagogical advancements. However, university lecturers in English as a Foreign Language (EFL) in Vietnam face various challenges that affect their participation and involvement in research-related activities, and there is limited literature addressing these challenges in the Vietnamese context. This study explored EFL university lecturers’ frequency of research engagement, their perceived effects on teaching practices, and strategies for integrating research into teaching. Using a convergent mixed-methods approach, the research data were collected from 97 EFL lecturers across five public universities in the south of Vietnam through a structured questionnaire and open-ended responses. The findings reveal that lecturers engage in research-related activities to various extents, ranging from occasionally to usually, with the most frequent activity being the application of research findings in their teaching. This aligns with the high level of agreement among lecturers regarding the positive impacts of research on teaching and learning outcomes. As for qualitative findings, lecturers employed strategies across the four dimensions of the research-teaching nexus, with challenges from heavy workloads, limited training, and inadequate resource access demanding further support. The study implicates the need for training program justification and enhanced support systems to cultivate a sustainable research culture in EFL education.

Developing English and sign language module for hearing impaired students at SEN School Idayu 1 Malang

This study aimed to develop an English and sign language module for hearing-impaired students, addressing significant gaps in existing educational resources tailored to their unique learning needs. Despite the importance of effective communication for this demographic, there remains a scarcity of comprehensive materials that integrate both English language skills and sign language, particularly at the elementary level. The researchers employed the ADDIE model Analyze, Design, Develop, Implement, and Evaluate to create a module specifically designed for 15 hearing-impaired students at Grade 4 SEN School Idayu 1, Malang City. Validation was conducted through feedback from an English lecturer and a hearing-impaired students’ teacher, alongside student responses post-implementation. The results indicated that this module not only meets the academic needs of the students but also enhances their English skills, particularly in vocabulary acquisition and comprehension through the use of sign language. This study underscores the necessity for targeted educational tools that facilitate effective learning environments for hearing-impaired students, ultimately contributing to their language development and academic success.

Generative Artificial Intelligence In The EFL Context: Insights From The Higher Education Sector

This qualitative study aims to gain insights into how English lecturers perceive and integrate generative Artificial Intelligence (AI) in their teaching, an increasingly relevant topic in education. Guided by the Technology Acceptance Model (TAM), the research involved two lecturers from a higher education context. Findings reveal a shift in perception: although both participants were initially reluctant due to unfamiliarity and concerns about learning quality, they gradually embraced AI after firsthand experience. They now recognize its potential to support teaching while maintaining careful oversight to ensure it does not compromise the learning process. Their evolving views highlight the importance of adaptability and critical awareness in incorporating AI into English language education.

Using Digital Application for Giving Feedback on Students’ Writing: A Case in Written English Classroom

This study investigates the use of digital applications by English teachers to provide feedback on students' written work. The research was conducted at Sunan Ampel State Islamic University in Surabaya, Indonesia. The participants were one English lecturer from the Written English A class in the 2023-2024 academic year, as well as 3rd-semester students enrolled in the class. Data was collected through interviews with the lecturer and analysis of students' written assignments that received online corrective feedback. The findings reveal that the lecturer utilized a variety of digital tools, including Google Docs, Microsoft Word, and Turnitin, to deliver feedback on students' writing. The analysis indicates that direct feedback was the most common type used, while indirect and metalinguistic feedback were employed less frequently. The digital applications facilitated the feedback process by enabling the lecturer to provide more detailed, personalized, and multi-modal feedback to support the improvement of students' writing skills. This study contributes to the understanding of how English teachers leverage technology to enhance the feedback practices in the writing classroom. The results suggest that strategic integration of digital tools can significantly improve the quality and effectiveness of feedback delivered to students on their written work

Understanding ESL Lecturers’ Beliefs and Teaching Methodologies in the Context of Communicative Language Teaching (CLT) in Karachi

This research study examines the beliefs of Pakistani ESL lecturers about Communicative Language Teaching (CLT) and how these beliefs are reflected in their teaching practices within Communication and Presentation Skill (CPS) courses. The study utilized semi-structured interviews, classroom observations, and field notes for data collection. The research involved ten (10) English lecturers from various universities who participated in interviews, while their classroom teaching practices were observed in three public sector universities located in Karachi, Pakistan. Participants were selected using a purposive sampling method, and the data was analyzed through an interpretive lens and thematic analysis. The results indicate that the lecturers held strong beliefs that largely aligned with CLT principles, particularly due to the advantages gained in enhancing students’ communicative competence. While the lecturers implemented the CLT approach in their teaching, they applied only some of the CLT principles. The teaching practices of the lecturers did not fully correspond with their beliefs about CLT, impacted by several factors related to the local teaching environments which have shaped their practices.

Sustainable Development Strategies to Improve the Effectiveness of College English Hybrid Teaching Literacy of Normal Universities in Sichuan Province

This study explored sustainable development strategies to improve the effectiveness of College English hybrid teaching literacy of Normal Universities in Sichuan province. This study aimed to (1) explore the current situation of College English hybrid teaching literacy of Normal Universities in Sichuan Province, (2) establish the sustainable development strategies to improve the effectiveness of College English hybrid teaching literacy of Normal Universities in Sichuan province, and (3) assess the adaptability and feasibility of the sustainable development strategies to improve the effectiveness of College English hybrid teaching literacy of Normal Universities in Sichuan province. This study employed mixed methods research design, combining quantitative and qualitative research methods. According to the Krejcie and Morgan Sampling table, the sample group of this research will consist of 384 university students, 186 College English lectures, and 274 university administrators randomly selecting from 9 Normal Universities in Sichuan province. The research instruments were a questionnaire, a structured interview, and an evaluation form. Data analysis was used for percentage, M, and content analysis. The research findings revealed the following: (1) The current state of the current situation of College English hybrid teaching literacy of Normal Universities in Sichuan province in five aspects was medium (M=3.68). Considering the results of this research, aspects ranged from the highest to lowest level were as follows: the highest level was students’ learning attitudes (M=3.92), followed by online platform construction (M=3.85), teaching evaluation(M= 3.83), curriculum system establishment(M= 3.44), and institutional mechanism construction was at the lowest level(M= 3.38). (2) the sustainable development strategies to improve the effectiveness of College English hybrid teaching literacy were divided into five aspects, which contained 30 measures. There are 6 measures to improve institutional mechanism construction, 6 measures to strengthen the construction of online platforms, 6 measures to optimize curriculum system establishment, 6 measures to comprehensively upgrade the teaching evaluation system, 6 measures to improve students’ learning attitudes. (3) The adaptability and feasibility of sustainable development strategies to improve the effectiveness of College English hybrid teaching literacy in five aspects were at high level with the values between 4.00 and 5.00 which are adaptable and feasible, underscoring their practical applicability.

Quizizz-online gamification on learning engagement and outcomes in English lecturing process

<p><span>Gamification entails incorporating elements of games into non-game settings with the goal of motivating learners to actively participate in learning. Much literature highlighted the potential of gamification in enhancing learning interest; however, very few researches delved gamification of Quizizz online for learning grammar. This research explored the effects of Quizizz on learning engagement and outcome while studying grammar. This study involved English lecturer and 68 learners in the second semester of a private university in Ponorogo, Indonesia. The data in this research was analyzed using a qualitative approach through classroom-based ethnography, including lecturer interviews, observations, and scrutiny of Quizizz test performances. The interpretation involved examining trends in learners' engagement and mean scores of Quizizz tests. The results of the research indicated that the competitive features in Quizizz such as rankings and limited time enhanced their engagement, marked by increased discipline and active involvement. Nevertheless, the fluctuation in learning outcomes was observed due to variations in topic difficulty, particularly evident with topic 1 (conjunction) being less challenging compared to the more difficult topics 2 (subject-verb agreement) and 3 (passive voice). Topic 2, characterized by its complexity, posed the greatest difficulty, emphasizing the importance of customizing quiz difficulty levels to optimize the effectiveness of Quizizz in the learning process.</span></p>