Learning Journey Research Articles

Leveraging Interactive Evolutionary Computation to Induce Serendipity in Informal Learning

Serendipitous learning, characterized by the discovery of new insights and unexpected connections, is recognized as a valuable educational experience that stimulates critical thinking and self-regulated learning. While there have been limited efforts to develop serendipity-oriented recommender systems in education, these systems often fall short in supporting learners’ agency, that is, the sense of ownership and control over their learning journey. In this paper, we introduce an Interactive Evolutionary Computation (IEC)-driven recommender system designed to empower learners by granting them control over their learning experiences while offering recommendations that are both novel and unexpected yet aligned with their interests. Our proposed system leverages an Interactive Genetic Algorithm in conjunction with Knowledge Graphs to dynamically recommend learning content, with a focus on the history of scientific discoveries. We conducted both numerical simulations and experimental evaluations to assess the effectiveness of our content optimization algorithm and the impact of our approach on inducing serendipity in informal learning environments. The results indicate that a significant number of participants found certain recommended learning materials to be engaging and surprising, providing evidence that our system has the potential to facilitate serendipitous learning experiences within informal learning contexts.

Educating emergent bilingual youth in high school: The promise of critical language and literacy education by Park, J. Y. (2023)

AbstractEducating Emergent Bilingual Youth in High School: The Promise of Critical Language and Literacy Educationby J. Y. Park narrates the educational experiences of seven emergent bilingual youth in English as a second language (ESL) classrooms. This book review underlines how Park uses critical language pedagogies in action to shed light on students' assets and challenge the deficit perspectives teachers and schools may have about them. Through these critical lenses, three ESL teachers and the emergent bilingual youth explore themes related to race, identity, and citizenship through effective pedagogical strategies such as dialogic problem‐posing, translanguaging through “poetry inside out,” the use of multimodal texts and student‐led research. As students embark on their learning journey, they develop their literacy, critical, and reflective skills, manifesting their agentive selves. The book also provides suggestions for emergent bilingual educators, schools, teacher education programs, researchers, and policymakers to disrupt deficit views of emergent bilinguals that keep them from seeing their full potential. In addition, it advocates for ESL teachers, who often are not supported at their schools, and for emergent bilinguals who should not and cannot leave their funds of knowledge and stories outside the classroom door.

The Learning Wave

Today’s learners are immersed in engaging virtual activities such as video games, social media, and streaming services. These platforms set high expectations for user engagement, providing experiences that are user-centred and intrinsically motivating. Online learning must now compete with these digital environments for learners' attention, necessitating a transformation in its approach to increase retention and satisfaction. The Learning Wave is a novel Learning Experience Design framework that addresses this challenge by two key psychological theories: Self-Determination Theory (SDT) and Flow Theory. SDT, developed by Deci and Ryan (2000), posits that intrinsic motivation is driven by three psychological needs: autonomy, competence, and relatedness. Flow Theory, introduced by Csikszentmihalyi (1990), is a highly functional state helping learners boost their academic performance through immersion in the activity and provides incentives for personal growth (Rodriguez-Ardura & Meseguer-Artola 2016). By applying these theories, The Learning Wave generates learning experiences that positively impact learning behaviour through enhanced engagement and motivation. The framework applies strategies from digital and serious games, combining them with storytelling techniques and instructional design models to create a modern pedagogical approach to the design of online courses. At its core, The Learning Wave utilises a three-phase pattern: learn, reflect, and challenge. This structure enables learners to progressively build understanding, review and reflect on their learning, and apply their knowledge and skills to real-world scenarios. The framework employs Semantic Waves (Maton, 2013) as a construction methodology, ensuring a thoughtful progression of the learner from basic understanding to advanced application of concepts, and facilitating the creation of Flow states by gradually increasing complexity to match learner skill development. Complementing the learner experience is the use of storytelling. By incorporating narrative elements, the learning experience is enriched with contextual depth, diverse perspectives, and emotional engagement, factors known to enhance retention and application of knowledge (Landrum et al., 2019). This approach also supports the relatedness aspect of SDT, fostering a sense of connection to the learning material. As a visual tool, The Learning Wave allows instructional designers to map out the entire learning experience, illustrating how learners progress through different phases. It incorporates a series of learning moments, points of reflection, and challenge events, charting the learner's journey from novice to competent problem-solver. The framework's flexibility accommodates both high-level designs and intricate, complex experiences. The Learning Wave has been incorporated as the foundational pedagogy in the development of twelve postgraduate microcredentials at Western Sydney University, with qualitative and quantitative feedback showing learners are motivated and more confident with the knowledge and skills they are developing. Further analytics, articles, case studies, and publications are forthcoming. This poster presentation demonstrates how The Learning Wave framework transforms online learning. It showcases the 3-stage pattern, alignment with storytelling techniques, and process of gaining strategic knowledge through information deconstruction and reconstruction. It highlights how this approach, grounded in educational theories and modern engagement techniques, can enhance learner motivation, improve knowledge retention, and lead to more effective online educational experiences in our digital world.

Navigating Digital Transformation

This paper outlines the design and implementation experience of a mentorship-based teaching approach for a third-year undergraduate Information Systems on Digital Strategy and Transformation. In its first iteration in 2021, the course struggled with a lack of engagement between staff and students, and overwhelmed students at the end of the semester. The mentorship-based teaching approach was trialled in the second iteration of the course to encourage learner agency and improvement in the students’ learning journey. Implementation of mentorship-based teaching resulted in a higher overall course satisfaction rate and improved staff-student engagement. The application of the mentorship model has been continually fine-tuned each semester since its implementation in 2021. The experience from this design and implementation serves as a case study to incorporate mentorship into the curriculum to facilitate learner agency. Educators may apply a similar process and framework to design a mentorship-based teaching strategy regardless of discipline.

Preparing students for success

With increased demand for skilled professionals in science and technology, universities are broadening entry requirements resulting in students entering these specialised degrees with potential knowledge gaps. This presents an opportunity to uplift student capability through personalised learning journeys, enhancing their university readiness. This report details the Monash College's new maths uplift program, which uses skills analysis tools and self-assessment processes to determine “where students are” on their learning journey, both at entry to the Monash College and through to their first year of university. Mapped to the maths requirements of their chosen degree, this program comprises three key components: (1) a comprehensive Teaching and Learning progression that maps the learning trajectory via six core domains of mathematics, (2) a set of skills analysis tests aimed at different entry and exit points in mathematics, and (3) a large set of self-paced online learning modules recommended to students based on the outcomes of their individual skills analysis tests. The three key components work together to provide a tailored educational experience supporting students towards their destination degrees. This paper reports on the development of this uplift program and presents preliminary findings indicating positive impacts on student preparedness and engagement.

What does the Ideal Postgraduate Micro-Credential Look Like?

Micro-credentials have been widely adopted in tertiary education to provide a means of recognising new types of study, typically focusing on specialist topics with an applied focus. Although they are primarily designed as standalone certifications, they are increasingly playing a role within larger programmes of study, either as additional learning opportunities or integrated through the stacking of credits. In postgraduate study, micro-credentials can support specialisation and differentiation within higher degrees such as master’s programmes. However, the design of these micro-credentials varies widely in terms of focus areas, stacking options, number of credits, and time taken to complete. This article reports on an interview study of postgraduate students at a New Zealand institution who have completed at least one micro-credential as part of their learning journey in order to identify the ideal characteristics of a postgraduate micro-credential from the students’ perspectives. The results suggest that the legitimacy of accreditation is valued, as is stackability, and the length should be between ten and twelve weeks for a 15 credit micro-credential. However, equally important is the way the learning is designed, with flexibility of learning, opportunities for collaboration, and a high level of critical thinking valued by the interviewees.

Navigating English Learning with AI: A Qualitative Study of University Students Experiences

The accelerated development of Artificial Intelligence (AI) technologies has had a substantial impact on educational practices, particularly in the field of English education. This study investigateshe experiences of university students at a UIN Fatmawati Sukarno Bengkulu in the process of navigating English learning through AI. The study examines the challenges and benefits those students experience when utilizing the most frequently used AI tools, as well as their perceptions of these technologies. Interviews with nine students in the fifth semester of the English program at UIN Fatmawati Sukarno Bengkulu are conducted using a qualitative methodology. The results indicate that students have a positive attitude toward AI in the context of English learning and employ a variety of AI tools to resolve various aspects of language acquisition. This study is a unique exploration of the manner in which university students simultaneously incorporate multiple AI tools in their English learning, providing new insights into the role of AI in promoting self-directed learning and practical language application. The study offers new insights into the transformative potential of AI in supporting students’ autonomous learning journeys while learning English by providing a comprehensive view of AI’s role in English education.

The Role of Self-efficacy in Motivating Middle School Students' Learning

Self-efficacy is a pivotal psychological factor that shapes an individual's actions and motivations, significantly influencing the learning journey of middle school students. By examining the current state of self-efficacy and learning motivation among adolescents, this paper, drawing on practical teaching insights, explores their interplay. Evidence suggests that students with robust self-efficacy tend to exhibit stronger learning motivation and resilience, whereas those with lower self-efficacy are more likely to shy away from academic challenges. Hence, bolstering students' self-efficacy is critical for enhancing their learning drive. The paper proposes strategies such as achievement feedback, teacher support, and peer interaction to improve self-efficacy among middle school students.

What puzzles L2 learners about German grammar? Using practitioner research to explore threshold concepts in language curricula

Taking the perspective of a language program director (LPD), this practitioner research (PR) study describes how analysis of learners’ reflections written for an advanced undergraduate German course in the United States helped an LPD see how students had experienced learning grammar in lower-level instruction. The study analyses a semester-long project based on the PR framework of exploratory practice (EP), in which students ( n = 30) pursued individual questions (‘puzzles’) about German grammar that would be most meaningful to them in their language learning journey. Initial analysis of the students’ questions revealed a general preference among learners to investigate grammar topics previously covered in the lower-division curriculum. In-depth case studies, focused on two learners’ experiences with EP, show how the project allowed students to investigate their grammar puzzles using resources across the entire curriculum, including dialoguing with teachers and students in other courses. The study looks to threshold concept theory to theorize students’ learning experiences vis-à-vis L2 grammar (specifically inflectional morphology, i.e. case markings) and argues that the flexibility of the EP framework and its core tenets of working towards understanding and involving others supported the LPD in seeing how learners understood and felt about German grammar and grammar instruction across the larger curriculum.

Mental health nursing students and generic proficiencies: how educators can support assessment.

Recent shifts in nursing education towards generic proficiencies pose challenges to the unique demands of mental health nursing education. Student mental health nurses at the authors' higher education institution (HEI) have provided service feedback that has expressed the difficulties they have encountered. This article examines the issues faced by students, assessors and educators in interpreting and applying the proficiency standards set by the Nursing and Midwifery Council. Addressing the complexities of mental health nursing education, as well as the barriers to learning and attainment, requires a collaborative effort and innovative solutions if HEIs are to successfully prepare future mental health nurses to meet the evolving demands of their role. The proposed solution is a 'Proficiency Directory', which provides structured resources for mental health nursing students to align learning experiences with assessment criteria, facilitating a more comprehensive and meaningful learning journey.

Older adult learners as digital citizens: Their needs and challenges while participating in an online master’s programme

This article explores the learning journeys of older adult learners (OALs) enrolled in an online education master’s programme. Today, many OALs are enrolling in various online programmes. A study by the first author explored the ways in which these OALs identify with being digital citizens, and also investigated their needs and challenges. The capabilities approach was used as the theoretical framework and provided a lens through which the participants’ digital experiences could be explored most appropriately. The objectives of the study were: (a) to identify the needs and challenges of OALs participating in an online master’s programme as regards digital literacy, technical support and learning resources; and (b) to explore their online learning experiences and challenges, including digital literacies and the way OALs consider themselves as digital citizens. The qualitative nature of this study included a narrative enquiry. Using open-ended, semi-structured interviews, the eight participants with an average age of 49 shared detailed perspectives about their online learning experiences, digital literacies, and the way they view themselves as digital citizens. The findings reveal that OALs need specific levels of learning assistance, intergenerational learning, collaborative learning, mentorship and support when using digital technologies.

Examining the potential of in- and extra-curricular challenge-based learning in higher education: A delphi study

ABSTRACT Educating students in higher education who are capable of addressing societal challenges requires innovative learning journeys. In the current study, we explore challenge-based learning (CBL) as one way to realise such education. A Delphi study has been conducted at a Dutch University for Life Sciences to identify key characteristics, learning activities, learning outcomes and support of in- and extra-curricular CBL from a stakeholder perspective. Data were collected in two rounds (round 1; N = 47; round 2; N = 29). In-curricular CBL allows students to experience guided teamwork in relation to societal issues as part of their formal curriculum. Extra-curricular CBL provides opportunities for students to have their own, customised learning journey, allowing for strong societal involvement and a variety of learning gains. In- and extra-curricular CBLs have similarities but serve different learning outcomes. Both could be part of developmental lines preparing students to be change agents for sustainability in their future life.

The Role of Digitization and Independent Learning In Enhancing Professional Competencies

This article explores the impact of digitization on higher education in Uzbekistan, focusing on the comprehensive development of students through independent learning. Highlighting the significance of President PQ-1875's decision to improve foreign language education, the research examines the implementation of this initiative since 2013 and its effects on enhancing the professional competencies of language teachers. Through the establishment of specialized programs and educational frameworks, the study underscores the importance of fostering critical thinking, creativity, and socialization among students. The findings emphasize the role of interdisciplinary integrated independent learning, where students actively engage in their educational processes, supported by educators who guide and facilitate their learning journeys. The article outlines effective teaching strategies, assessment criteria aligned with international standards, and innovative educational technologies that encourage student autonomy and collaboration. By integrating various subjects and promoting creative approaches to problem-solving, the research advocates for a student-centered educational environment that prepares learners for complex real-world challenges. The conclusion stresses the necessity of organizing independent learning processes to cultivate students' professional competencies, fostering an educational landscape that aligns with their interests and enhances their critical and creative skills.

Empowering Student Transition and Engaging Students Using Actionbound: A Gamified Collaborative Community Learning Platform

Transition to University is a significant milestone for students who are embracing new experiences and challenges. It is particularly vital for international students who have to adapt to a new and different learning environment in the UK. Successful transition and sense of belonging in a new institution lay foundation for students’ academic success. However, transition is a process rather than an event. Accordingly, fostering a collaborative community learning environment and facilitate peer networks and community support becomes critical. It enables social interactions and active learning by engaging students in collaborative group activities, which would in turn support students’ transition to and belonging in a new learning environment. With the advancement of technology, computer-assisted and computer-supported collaborative learning flourished in 21st century. The emergence of mobile digital technology leads to the design of gamification in learning, known as game-based learning or gamified collaborative community learning in order to engage students in fun and interactive activities. ‘Actionbound’ is one of the versatile gamification platforms and mobile apps which can engage students in collaborative community learning with gamified activities. It enables users to create, share and participate in interactive scavenger hunts, tours, games and quizzes. It allows users to design custom challenges, incorporate multimedia content and track players’ progress in real-time. It engages participants to work collaboratively to solve challenges and complete tasks. At UHBS, we have used Actionbound to support the student transition into the University’ learning journey at the start of term. We used scavenger hunt game and quiz functions within Actionbound to direct students to collaborate in teams to solve the challenges and tasks. In this action research, students found Actionbound fun and loved the competitive nature with points and leaderboards. It helped them build network and form friendship. Together, they solved puzzles and tackled challenges which supported their transition and got them prepared for learning in a new environment. Moving forward, as an ongoing action research, we would like to extend the use of Actionbound to term time and in module delivery so to track students’ engagement with the collaborative learning platform and investigate the impact on their academic performance.

The Journey of Learning a Second Language: A Case Study of International Students Residing in the US for the Purpose to Learning English and Undergo Culture Shock

The study at hand analyzes the results from a study using a Qualitative method. The study made use of recorded interviews of 4 second language learners of English from the Kingdom of Saudi Arabia who had attended language courses in various parts of the United States. The data displays several themes that are carried throughout the interviews confirming specific expectations prior to their arrival and clash with American culture, while then displaying discrepancies in what was expected and symptoms of the phenomenon known as “Culture shock”. The research conducted aims to generate and analyze the themes the participants expressed in their experiences and interactions with the new culture.

Learning and teaching with ChatGPT: Potentials and applications in foreign language education

This literature review delves into the applications and implications of ChatGPT, an artificial intelligence-driven chatbot, in educational settings. As technology continues to permeate the field of education, ongoing debates persist regarding the potential impact on learners' critical thinking skills and the evolving role of educators. Instead of resisting such technologies, this review contends that discussions should focus on strategies to optimize their use within education. By conducting a comprehensive document analysis, this study hones in on the utilization of ChatGPT, harnessing its natural language processing technology, within the realm of foreign language acquisition. The findings of this review indicate that ChatGPT can significantly enhance foreign language writing skills and conversational capabilities, offering tailored language support. Through personalized feedback and guidance, ChatGPT has the potential to facilitate more effective knowledge acquisition and create practical and interactive learning experiences, particularly in applied sciences. It is important to note, however, that ongoing debates surrounding accuracy, currency, and reliability should be taken into account. Thus, the study emphasizes the cautious and responsible use of ChatGPT within educational contexts. To summarize, when used responsibly, AI chatbots such as ChatGPT can enrich language learning processes and provide practical and active learning experiences, ultimately fostering more effective knowledge acquisition. Therefore, this review underscores the significance of bolstering the tech-literacy of both educators and students, integrating novel technological skills into educational curricula, and investing in comprehensive training on technology usage for students. By embracing these approaches, educational institutions can harness the full potential of AI chatbots in enhancing the learning journey.

Fairness and Biases in AI Algorithms and Interfaces

This workshop will explore various biases embedded in AI algorithms and interfaces across online platforms, including digital archives and libraries, social media, search engines, and AI-powered services like ChatGPT. Participants will critically engage with issues surrounding information credibility, transparency in content selection and appraisal, the accuracy and integrity in representation, and the intricate dynamics of information authority, format, and editorial oversight. The workshop aims to equip participants with practical strategies to identify, assess, and address biases inherent in various media, empowering them to navigate and evaluate online information across platforms with informed judgment. The workshop will begin with a 10-minute introduction, welcoming participants and outlining the goals of the session. The workshop will kick off with an interactive introductory lecture focused on various potential biases in AI algorithms. The first part, which will last about 10 to 20 minutes, will address recognizing biases in social media. Participants will analyze these biases by identifying fake news in provided articles and reflecting on their own everyday information practices on social media. After this informative segment, participants will engage in hands-on workshops aimed at applying their knowledge to recognize the types of biases they may encounter during their online information-seeking activities. They will participate in hands-on activities lasting 20 to 30 minutes, using different online tools to help identify such biases. Following the interactive hands-on workshops, participants will have the opportunity to share their insights and findings regarding the biases they discovered. The second section, which will explore biases in digital archives, digital libraries, and search engines through case studies, will last approximately one hour. It will include a 40-minute lecture that covers different types of biases in digital archives, libraries, and search engines, illustrated through case studies. After the lecture, participants will reflect on the biases presented for 10 minutes in a group discussion, sharing their thoughts and insights. Following participants' reflections on these biases, the last part of the session will focus on potential biases in ChatGPT. It will begin with a 30-minute lecture on how ChatGPT generates responses, emphasizing potential biases that could arise at each layer or step of the process. By examining a step-by-step analysis of how ChatGPT generates its answers, participants will deepen their understanding of the biases and errors inherent in the information generated by ChatGPT and its complex operational dynamics. Following this lecture, participants will engage in discussion for 20 minutes, working in small groups to identify biases and discussing necessary educational changes for themselves and their students. The workshop will conclude with a final reflection, where participants will share insights gained throughout the session and discuss how to apply their learning moving forward. The workshop will be wrapped up in a brief 10-minute summary of key points, encouraging participants to implement the strategies discussed in their own information evaluation practices. This workshop is designed for beginner-level students and researchers, as well as those interested in incorporating critical digital literacy principles into their teaching. It is open to people with diverse backgrounds and levels of expertise. No prior knowledge is required, allowing participants to embark on their learning journey with a fresh perspective and receptive attitude. The goal of this workshop is to enhance critical thinking skills related to the credibility of information while unpacking the complexities of information curation, representation, and editorial control in today's intricate digital landscape. Participants will gain a more nuanced understanding of how information is selected, represented, and potentially biased across various platforms, including social media, digital archives and libraries, search engines, and AI-powered services like ChatGPT. Through this workshop, participants will learn to effectively navigate the complexities of their information practices and develop the ability to critically assess the credibility of the online information they consume. Through engaging lectures and hands-on activities, participants will learn to identify and evaluate the inherent biases present in various media channels. They will explore practical strategies for assessing the credibility of information, recognizing potential mis/disinformation, and critically analyzing the content they encounter in their everyday information-seeking activities. By the end of the workshop, participants will be equipped with the necessary tools to navigate the digital information landscape safely and effectively, empowering them to make informed decisions not only for themselves but also in guiding others, such as children, students, or peers, in developing their own critical digital media literacy skills. This comprehensive approach aims to enhance participants’ ability to engage thoughtfully with information, ultimately fostering a more informed and critically aware community.

Fostering inclusivity: Transforming South African school music programmes through the dalcroze approach

This article explores the transformative potential of the Dalcroze Approach in South African school music programs, with a focus on fostering cultural inclusivity. Employing a qualitative research methodology grounded in content analysis, the study systematically examines diverse sources, including archival materials, books, and peer-reviewed journal articles. The triangulation method enhances the robustness of data by cross-referencing information from platforms like Google Scholar, JSTOR, ResearchGate, and university repositories. The Dalcroze Approach, rooted in holistic and embodied learning experiences, emerges as a transformative pedagogy with the capacity to address historical disparities and celebrate South Africa's diverse musical traditions. Findings indicate a compelling alignment between the approach and inclusivity goals, emphasising the adaptability of the Dalcroze principles to the nation's cultural tapestry. The findings of this article reveal that educators, administrators, and students play pivotal roles in shaping the success of implementing the Dalcroze Approach. Educators witness positive impacts on student engagement and creativity, administrators recognise its strategic value, and students experience a transformative shift in their music learning journey. In conclusion, this article advocates for comprehensive professional development programs, collaboration with curriculum developers, and ongoing research initiatives to ensure the sustained integration of the Dalcroze Approach. By embracing this transformative pedagogy, South African music education can evolve into a more inclusive and culturally responsive domain, reflecting the nation's rich musical heritage.

It’s all about the patients: a shift in medical students’ approach to learning during a novel distributed integrated clinical rotation

IntroductionTo ensure that pre-final year medical students at Stellenbosch University were able to resume clinical training during the COVID-19 pandemic, a 12-week integrated rotation was introduced, during which students were distributed across a widespread training platform in two provinces of South Africa, utilizing a range of health care facilities in both rural and urban areas, rather than the central academic hospital (CAH) in which they would have been doing clerkships. Called the Integrated Distributed Engagement to Advance Learning (IDEAL) rotation, this clerkship was based on supervised engagement in healthcare services, focusing on patient-based clinical training, self-regulated learning and student participation as integral members of clinical teams. The success of this emergency intervention has led to its formal incorporation into the medical curriculum. This study aimed to understand the factors that influenced learning among students undertaking the IDEAL rotation at multiple sites on a distributed training platform.MethodsUsing an interpretive paradigm, we sought to conduct focus group interviews with students who completed the first iteration of the IDEAL rotation in the year after they had undertaken it to understand their experiences. All 252 students who were eligible were invited to participate by email on several occasions. Ultimately three focus group discussions and two individual interviews were undertaken, based on volunteers. Using a semi-structured interview guide, these explored student perceptions of their learning and growth through the rotation. Inductive and deductive analysis was carried out to identify themes.FindingsStudent descriptions of their learning experiences coalesced in 6 themes. The rotation was an enabling learning experience, which was more practically focused and assisted students in developing confidence in their clinical skills. It was seen to be a humanizing learning experience with greater opportunities for the development of relationships with patients and families, as well as with health professionals, who made them feel part of the team, so it was also a more collegial learning experience. At the same time, it was a variable learning experience with a lack of standardization on a number of levels and challenges being experienced at particular sites regarding both logistics and the nature of the exposure. Students perceived it to be a very different learning experience from what they had encountered in the CAH in terms of relationships, the kinds of patients and problems they saw, and their active participation. Through this, they also learned more about themselves and their roles, making it a personal learning journey. The findings confirm the importance of the dimensions of person, participation and place for being and becoming a doctor in a clinical environment.ConclusionsStudent learning experiences in the IDEAL rotation emphasize the importance of context, reinforcing the value of a distributed training platform in developing health professionals who are responsive to their environment. They emphasize the vital role of active participation in learning and the centrality of relationships in medical training, helping to develop graduates who are human beings and not only human doings.

Harmonizing Languages: The Impact of Multilingual Classroom Dynamics on Teaching Indonesian in Taiwan

This case study investigates the intricate interplay of multilingualism, specifically in Chinese and English, and its consequential impact on the language of instruction in the context of teaching Indonesian as a foreign language in Taiwan. This research delves into the nuances of language pedagogy within a multicultural and multilingual educational setting. This study employs case study methodology, gathering data through classroom observations and openended student questionnaires. Additionally, students' progress, as evidenced by assignments and feedback, serves as a quantitative indicator to measure the influence of multilingualism on their language learning journey. Key objectives include examining student preferences and perceptions on the use of Chinese and English in Indonesian language course instruction. The research explores instances of code-switching and code-mixing, shedding light on the dynamic language choices of instructors and learners. Through an analysis of student progress, the study aims to discern tangible outcomes associated with the multilingual approach. The results show that students found the classroom dynamics positive and motivating, enhancing their learning experience. Local students benefited from using Chinese, while international students appreciated the multilingual approach, though some noted occasional delays in translation. Overall, the study provides insights into the benefits and challenges of multilingualism in Indonesian language instruction in Taiwan, contributing to discussions on effective practices in multilingual education.