This study explores the experiences of English as a Second Language (ESL) lecturers in implementing the new English language curriculum at Politeknik Pertanian Negeri Samarinda. The research focuses on lecturers’ perceptions of the curriculum, teaching approaches, and challenges encountered in vocational higher education. A qualitative phenomenological approach was employed involving six ESL lecturers selected through purposive sampling. Data were collected through semi-structured online interviews and analyzed using thematic analysis. The findings indicate that lecturers generally perceive the curriculum positively because it promotes communicative learning, learner autonomy, and vocational relevance through English for Specific Purposes (ESP). Lecturers implemented student-centered strategies, modular teaching materials, and technology-based resources to support learning. However, the implementation faced several challenges, including limited instructional time, inadequate training, inconsistent learning materials, students’ low English proficiency, and increased workload. The study implies that effective curriculum implementation requires continuous teacher training, institutional support, improved teaching materials, and sufficient instructional time to enhance English learning outcomes and students’ communicative competence in vocational education.
This study explores the implementation of differentiated instruction (DI) in language skills development courses for English majors at Hanoi National University of Education (HNUE). The study adopted a mixed-methods approach, collecting quantitative data through questionnaires with 207 students and 18 lecturers, and qualitative data through classroom observations and semi-structured interviews with selected lecturers. The findings demonstrate that lecturers and students generally perceived DI as necessary; however, its implementation was uneven. In addition, DI implementation was limited to content and process differentiation, while product and learning environment differentiation were less evident. The findings also identify a number of factors that influenced the implementation of DI, including large class sizes, limited lesson duration, rigorous curriculum, learner diversity and other teacher-related factors. The study suggests that a clearer insight into the concept and greater support from the university are required to enhance DI implementation in university English classrooms.
T. Triệu· VNU Journal of Foreign Studi...· 0 citations
This study evaluates the process and product of English language learning at SMKN 1 Tapalang, a vocational high school in West Sulawesi, Indonesia, using the CIPP (Context, Input, Process, Product) evaluation model. Employing a qualitative descriptive design, data were collected through observations, semi-structured interviews, and document analysis involving two English teachers, twenty Grade XII students, and five parents. The findings reveal that the learning process has been implemented in a structured and interactive manner, with teachers applying varied methods such as discussions, group work, role play, and project-based learning, supported by instructional media including videos, audio, and digital tools. Classroom interaction is two-way and encourages active student participation. In terms of product, students demonstrate improvement in basic English competencies, particularly in vocabulary, sentence structure, and simple communication. Learning outcomes are aligned with students' vocational needs, as materials are tailored to specific majors such as nursing and office administration. However, student performance and confidence have not yet reached an optimal level, indicating the need for further improvement in instructional strategies, assessment practices, and facility support to achieve more consistent and sustainable learning outcomes.
Muhammad Shiddiq, Murni Mahmud, Amra Ariyani· International Journal of Lan...· 0 citations
The implementation of Outcome-Based Education (OBE) in Indonesian higher education has reshaped English language learning, yet systematic evaluation of its effectiveness remains limited. This research addresses the urgent need to evaluate whether OBE-based English instruction achieves intended learning outcomes, given persistent gaps between curriculum design and classroom practice. The objective of this study is to evaluate OBE-based English language learning in higher education, specifically examining outcome achievement, curriculum-practice alignment, implementation challenges, and stakeholder perception consistency. A qualitative evaluative approach was employed, involving semi-structured interviews with six English instructors, focus group discussions with fifteen students across proficiency levels, classroom observations of twenty sessions, and document analysis of course syllabi and OBE policy documents. Thematic analysis revealed four main findings: OBE learning outcomes are partially achieved, with writing outcomes significantly lower than speaking and listening; substantial misalignment exists between OBE curriculum documents and practice, with teacher-centered instruction dominating 70% of observed sessions; multidimensional challenges including resource limitations, pedagogical difficulties, and cultural factors constrain implementation; and instructors systematically overestimate student outcome attainment compared to student self-assessments. The study concludes that OBE-based English learning requires targeted writing interventions, instructor professional development in authentic assessment design, technology infrastructure investment, multi-stakeholder evaluation mechanisms, and cultural adaptation strategies. Further longitudinal and comparative studies across institutions are recommended.
This study explored the significance of curriculum development in the effective management of English language
education in selected public elementary schools in Talomo District, Davao City. Employing a qualitative phenomenological
approach, the study sought to understand the lived experiences of elementary school teachers regarding curriculum
development in English language education. Data were gathered through in-depth interviews with eight purposively selected
Department of Education elementary teachers. The findings revealed that teachers encountered several challenges in curriculum
development, including issues related to educators' language proficiency, alignment with educational standards and curriculum
reforms, and the linguistic diversity of learners. To address these challenges, participants employed various strategies such as
engaging in teacher certification and professional development programs, utilizing culturally relevant instructional materials
and content, and participating in peer observation and collaborative learning. Furthermore, the study generated an important
educational management insight emphasizing the value of adopting a regional perspective in curriculum development to ensure
that English language instruction remains responsive to the diverse linguistic and cultural contexts of learners. Overall, the
findings underscore the vital role of curriculum development in strengthening the management of English language education
by promoting curriculum relevance, instructional quality, and alignment with national educational standards. The study
provides valuable implications for school leaders, curriculum developers, and policymakers in enhancing curriculum
development practices that support effective English language education in public elementary schools.
Janice P. Polingga· International Journal of Inn...· 0 citations
This study aims to describe English language teaching practices in elementary schools in Pacitan Regency, the challenges faced by teachers, and the methods applied in teaching and learning activities. This study employed a qualitative approach with a descriptive design. The research subjects consisted of four fifth-grade English teachers from four elementary schools selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analyzed using Creswell’s interactive analysis model. The findings of this study indicate that English language teaching practices across the schools share similarities and differences in the selection of materials, media used, strategies, and implementation methods, all of which are tailored to the students’ characteristics and the school environment. Teachers still face challenges related to their own competencies, students’ English proficiency, classroom management, and limited educational facilities. To overcome these obstacles, teachers employ various strategies, particularly Communicative Language Teaching (CLT), Inquiry-Based Learning, and Total Physical Response (TPR), which are integrated with a variety of learning activities. This study confirms that success in teaching English is influenced by teachers’ ability to adapt teaching strategies to students’ needs and school conditions.
Nadilla Emma Elsadela Elsadela, Samsul Hadi, Chusna Apriyanti· The Journal Of English Teach...· 0 citations
English language proficiency is increasingly recognized as an essential skill for academic success and professional advancement in higher education. However, many university students continue to experience difficulties in developing effective communicative competence through traditional credit-based courses alone. This study evaluates the effectiveness of a Non-Credit English Language Course implemented at Mahakavi Devkota Campus, Sunwal, Nepal, to improve students’ language acquisition. The research employed a quasi-experimental mixed-method design involving 25 bachelor-level students. Quantitative data were collected through pre-tests and post-tests, while qualitative insights were obtained through semistructured interviews and document analysis. The evaluation was guided by the CIPP (Context, Input, Process, and Product) model developed by Daniel L. Stufflebeam. The findings indicate that the non-credit course provided a supportive and interactive learning environment that encouraged active participation and practical language use. Students demonstrated improvement in their post-test performance and reported increased confidence in speaking English. The study suggests that supplementary non-credit language programs can serve as an effective complement to traditional language instruction, particularly in community-based higher education institutions where students may have limited exposure to communicative English.
Padam Pandey, Hari Prasad Bashyal, S. Dhakal· Devkota Journal of Interdisc...· 0 citations