Handoyo Puji Widodo’s research while affiliated with King Abdulaziz University and other places

This narrative inquiry aims to investigate the emotional experiences of Indonesian EFL student teachers during their teaching practicum and how these emotions are intertwined with the development and transformation of their professional identities. In this study, eight student teacher participants were purposefully recruited following the ethical protocols. Data were collected through in-depth interviews and personal reflections, capturing student teachers' emotional experiences related to their learning to teach processes. A thematic analysis identified patterns and recurring themes in the semi-structured interviews and reflections, enabling the participants to openly express their emotions , challenges, and coping strategies throughout the practicum. Findings demonstrate that student teachers' emotional experiences during the practicum play a critical role in boosting their confidence and constructing their emerging professional identities. This study provides valuable insights into the complex ways emotions impact student teachers' self-perceptions and roles as prospective teachers. ARTICLE HISTORY

This comparative case study looked closely at the language learning motivation and identity construction of Indonesian and Thai university students in multilingual contexts. In this study, 158 Indonesian and 113 Thai university students from 19 universities were voluntarily recruited. Informed by a mixed-methods design, data were collected through a close-ended questionnaire and semi-structured interviews and then analysed using inferential statistics and thematic content analysis. The main findings identified include (1) the predictive roles of L2 motivation and the social environment in the identity construction of Indonesian and Thai university students; (2) the predictive role of the social environment in sustaining Indonesian and Thai students’ motivation to learn English; and (3) multiple dimensions of English language learning. The implication of this study is that language teachers should provide meaningful learning environments promoting sustained motivation and identity construction among language learners.

Driven by a growing body of research on Global Englishes (GE) in English language education, this article showcases the integration of GE into language materials. The goal of the article is to propose a practical way of designing GE-based language materials from a critical ecological perspective. First, we discuss the recontextuali-zation of GE in designing English language materials. Then, we present a critical ecological framework for designing GE-based language materials. Finally, we discuss the principles of designing GE-oriented English language teaching (ELT) materials. We conclude by reframing ELT materials in the post-Kachruvian circle context where English is seen as an interculturally globalized lingua franca.

In recent decades, there has been a growing interest in the integration of moral values into language textbooks. This study aims to examine the inclusion of moral values in primary school language textbooks used in a multicultural country, specifically Indonesia. We conducted a critical discourse analysis adopting Martin and White’s (2005) language appraisal theory, Kress and van Leuween’s (2006) visual grammar theory, and Smetana’s (2006) social domain theory (social constructivism) to elucidate the verbal and visual representations of moral values in Indonesian primary school English language (EL) textbooks. The findings show that helping others, being friendly and polite, and tolerance are the most dominant moral values discursively depicted in three primary school EL textbooks in the present study. This suggests that those three values are socioculturally ingrained in Indonesian culture.

In educational research, tests have been considered one of the dominant determiners of what happens in classrooms that can influence teaching and learning activities. English foreign language tests in particular are no exception. There is a plethora of empirical research on the impact of high-stakes language tests upon language learning and teaching. To extend this scholarship, this chapter reports a case study that investigates the washback of the Vietnam Six-Levels of Foreign Language Proficiency Framework called the KNLNNVN, a compulsory requirement for the National University of Arts Education (NUAE) graduation. The study reported in this chapter adopts a triangulation of numerous methodologies to investigate how the KNLNNVN affects the teaching and learning of English Foreign Language (EFL) for non-English major students at NUAE in Hanoi, Vietnam. The findings of this study include the domains of test validity including teachers’ KNLNNVN knowledge and abilities, the influence of the KNLNNVN and its English Test on what and how teachers teach, its influence on teachers’ methods of assessment, curriculum, and materials; and its effects on students’ awareness of the KNLNNVN and methods of learning. This study has contributed to the knowledge of the nature of CEFR-adapted washback upon the entire teaching and learning of English situated within an EFL context, such as Vietnam.

In this special edition, we address international students and COVID-19 in the higher education context. To begin with, three articles explore the sources of information used by Indonesian students interested in studying abroad, challenges faced by international students who studied in Indonesia, and the psychological well-being of Indonesian students studying in Taiwan. Although empirical studies reported in those three articles were undertaken before the prevalence of the COVID-19 pandemic, they are still relevant to this edition because they address practical implications for post-pandemic overseas studies. Other articles look into different dimensions of international students’ academic and non-academic experiences during the COVID-19 pandemic. We hope that this special edition can provide a better understanding of international students in the COVID1-19 pandemic context and beyond.

Despite the existence of many studies into gender representation in language textbooks, little work reports the representation of female characters in language textbooks situated in such social contexts as family, occupations, school participation and achievement, and hobbies and interests. To fill this empirical gap, the present critical discourse study investigates the visibility of female characters in the two government-mandated English language textbooks used in Indonesian junior high schools. Findings show that although the textbook writers demonstrate an awareness of gender equality and responsiveness, male and female-dominated stereotypes are still encapsulated in the English language textbooks. This empirical evidence suggests that language textbook designers should be fully aware of gender issues when writing language textbooks. This is because language textbooks teach not merely language areas/skills but also knowledge and values, such as gender(ness).