Advanced Research in English Education and Linguistics

An English teacher’s lived experience in online vs limited face-to-face learning

Antonius Setyawan Sugeng Nur Agung — 2025-07-28

The shift to online and limited face-to-face learning modalities due to the COVID-19 pandemic significantly altered educational landscapes, fostering teacher adaptation in teaching strategies and preparation. Despite extensive changes, a gap remains in understanding teachers' personal experiences within these evolving contexts, particularly concerning their self-belief and perceptions of student motivation in suburban districts. This descriptive qualitative study aimed to investigate a teacher’s lived experience in organizing instructional materials and adjusting teaching strategies during online versus limited face-to-face English learning in a junior high school in a West Borneo suburban area. Data were collected through classroom observation focusing on student participation and teacher assurance, along with in-depth interviews exploring the teacher's self-belief and perception of student motivation in both learning environments. Analysis of the observation notes and interview transcripts revealed that the teacher maintained high self-assurance and effectively completed all teaching assignments in both online and limited face-to-face settings. However, a key finding indicated that the teacher perceived a decrease in students' motivation to learn during limited face-to-face instruction compared to online learning, primarily due to reduced instructional time. This study offers a realistic glimpse into the challenges and adaptations within suburban education during the transition from the pandemic, highlighting the critical role of teacher confidence and the impact of instructional format on student engagement. It further suggests that teachers’ inherent drive and strategies to foster student enthusiasm are crucial, and the presence of affection in teaching significantly boosts student motivation.

Differentiated learning in English language teaching: Perceptions and implementation challenges among Indonesian primary school teachers

Pipit Muliyah — 2025-07-28

The dynamic educational landscape requires adaptive pedagogical approaches to cater to diverse student needs and learning styles. Despite the increasing interest in differentiated learning (DL), primary school teachers often encounter various challenges in its practical implementation within English Language Teaching (ELT). This qualitative descriptive field study aimed to investigate English teachers' perceptions regarding the implementation of differentiated learning in ELT, focusing on their experiences, challenges, and perceived effectiveness within the Indonesian context, particularly concerning the Kurikulum Merdeka. Sixteen (16) English teachers were purposively selected, and data were collected through a Google Forms survey comprising both open and close-ended questions, with data validated via triangulation and member checking. The analysis involved cleaning and organizing responses, thematic analysis for qualitative data, and quantitative analysis for close-ended questions. Key findings indicate that while most teachers perceive DL as effective for enhancing student engagement and outcomes, they face significant barriers including a lack of time for preparation, insufficient training, and limited resources. Furthermore, despite some familiarity, implementation frequency varies, highlighting a need for increased support. The study concludes that addressing these systemic challenges through comprehensive professional development, enhanced resource provision, and administrative support is crucial for optimizing differentiated learning's potential and fostering inclusive, effective ELT practices aligned with the Kurikulum Merdeka.

English language education in postcolonial contexts: A systematic review of curriculum and instruction in higher education

Yvette Umwari — 2025-07-28

English language education in the post-colonial era presents a complex interplay of national identity, linguistic preservation, and globalization's demands. Despite significant transformations in curricula and pedagogy, a comprehensive understanding of these dynamics, particularly regarding the practical implications for future educational strategies, remains an area for further synthesis. This systematic literature review aimed to describe the evolution of English language education in postcolonial contexts, specifically uncovering transformations in curriculum, teaching approaches, and the role of local languages. Utilizing stringent inclusion criteria, four peer-reviewed articles from the Scopus database (Q1-Q2, 2021-2022) focusing on postcolonial English teaching/learning in EFL/ESL contexts were analyzed. Key findings reveal that English language learning in the post-colonial period has undergone significant transformations driven by the redefinition of national identity, the imperative to preserve local languages, and the challenges of globalization. These insights highlight diverse educational approaches addressing colonial legacies and promoting cultural and multicultural inclusion. The study concludes that understanding the evolving role of English in post-colonial societies contributes significantly to developing educational policies that are responsive to complex cultural and social dynamics in a globalized era.

Teachers' strategies for fostering critical thinking in English language learning: A case study in Indonesian secondary schools

Nestiani Hutami — 2025-07-28

In the 21st century, critical thinking (CT) is a foundational skill essential for navigating complex information and fostering intellectual development, yet most research on its implementation in English Language Teaching (ELT) primarily focuses on higher education. This study addresses the gap by investigating teachers' roles in cultivating students' critical thinking skills within secondary ELT, particularly in the context of the Merdeka Belajar curriculum. Employing a descriptive qualitative approach with a case study design, the research involved two English teachers at SMA Muhammadiyah Program Khusus Kottabarat Surakarta, Indonesia. Data were meticulously collected through verbatim quotations from interviews, detailed field notes from classroom observations, and relevant documents such as syllabi and lesson plans. Data analysis followed Miles et al.'s framework, encompassing data condensation, display, and conclusion drawing with verification. The findings indicate that both teachers actively performed multiple roles in fostering CT, as theorized by Paul et al., with one teacher consistently demonstrating all eight roles. This teacher's comprehensive implementation was attributed to extensive experience with the Merdeka Belajar curriculum and a textbook specifically designed to promote critical thinking. The study concludes that teachers play an indispensable role in developing students' critical thinking skills in ELT, emphasizing the need for educators to consciously recognize and leverage their pedagogical practices, supported by curriculum and resources, to cultivate these vital competencies.

Violations of linguistic politeness in netizens' comments on presidential candidate videos on Mata Najwa YouTube channel

Nur Lailiyah — 2025-07-28

The escalating use of social media for public discourse, particularly in political contexts, has led to a noticeable decline in linguistic politeness, creating an urgent need to examine communication ethics in digital spaces. This study aimed to identify and analyze violations of politeness principles within netizens' comments on a YouTube video featuring three prospective presidential candidates on the Mata Najwa channel. Employing a qualitative descriptive research method, data were meticulously collected from textual utterances in netizens' comments on the specified video through observation and screenshot techniques. Analysis was conducted based on politeness theory, particularly Leech's maxims. Key findings revealed prevalent violations of linguistic politeness principles, manifested through rude language, insults, and demeaning statements. These transgressions were primarily influenced by negative emotions, political disagreement, and the anonymity afforded by social media platforms. The study concludes that understanding these dynamics is crucial for fostering insights into digital communication and underscores the imperative for cultivating linguistic politeness in online public discussions, especially within political discourse, to enhance digital literacy and communication ethics.