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All Journal EDULITE: Journal of English Education, Literature and Culture Metathesis: Journal of English Language, Literature, and Teaching
Made Wahyu Mahendra
University Malaya
Education Languange, Linguistic, Communication & Media

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Attitudes and readiness for Global Englishes in language assessment among Indonesian university English lecturers I Putu Andre Suhardiana; Made Wahyu Mahendra; I Gusti Ayu Indah Triana Juliari; Ida Bagus Gde Phalaguna; Astuti Wijayanti
Metathesis: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2026): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v10i1.3623

Abstract

The ascendance of English as the world’s dominant lingua franca is revolutionizing English Language Teaching (ELT) at every level. This acknowledges the validity of contextually suitable English variations. Even if this theoretical change is recognized, implementing it in the classroom remains a problem. This study aimed to examine how Indonesian English lecturers view Global Englishes (GE). Specifically, it aimed to measure their familiarity with GE principles, their attitudes toward modifying typical language-based assessments, and their assessed preparedness to implement such modifications. This study used a sequential explanatory mixed-methods design. The quantitative phase consisted of a census survey of 16 full-time instructors. This employs the ‘Survey of Knowledge, Attitudes, and Readiness Regarding GLOBAL ENGLISHes Principles in Language Assessment (SKAR-GE).' This was followed by a qualitative phase that included interviews with 10 lecturers to help explain the survey results. The analysis showed a mismatch between thinking and doing. Lecturers indicated a level of acquaintance with Global Englishes (GE) but showed deficiencies in objective knowledge (41.67% correct). This person mistakes English as a Lingua Franca with ‘broken English.’ They were ‘cautiously open’ to new ideas. They respected communicative pragmatics, but when GE principles went against traditional grammatical benchmarks in evaluation, they were unsure and resistant. The study finds that Indonesian English lecturers are usually open to GE ideas, but they cannot switch to GE-informed assessment because they do not grasp it well enough, hold strong native-speaker beliefs about assessment, and lack sufficient support and models.
A narrative inquiry into lecturers’ experiences with standardized testing pressures in an Indonesian English Language Education Department I Putu Andre Suhardiana; I Gusti Ayu Indah Triana Juliari; Made Wahyu Mahendra; Astuti Wijayanti
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.617-637

Abstract

Indonesia’s English Language Education Departments have two priorities: developing students’ communicative competence and ensuring that students are able to graduate with a TOEFL test score. Such conditions create a form of ‘washback’ where testing priorities are at odds with the principles of communicative language teaching, shaping the approach to teaching. Negative washback has been documented; however, few qualitative studies examine the internal tensions, lived experiences, and emotional struggles of lecturers. This study examines how Indonesian ELED lecturers negotiate the conflict between their CLT philosophy and the demands of standardized testing. A narrative inquiry was conducted with seven lecturers from an Indonesian public university ELED. Data from semi-structured interviews were analyzed using a three-dimensional framework (temporality, sociality, place) to construct and interpret participants’ experiential narratives. Lecturers face a conflict in which they differentiate themselves as either a Teacher or a Test Preparer. To protect their pedagogical values, they practice ‘quiet resistance,’ whereby test practice is incorporated into communicative tasks. While this is a form of active resistance, the emotional costs are significant, leading to feelings of guilt, fatigue, and cynicism. The conflict is pedagogical, personal, and continual, leading to the fragmentation of professional identity and the erosion of psychosocial well-being. Lecturers show resilient agency through covert negotiation; yet, the misalignment between assessment policies and the communicative goals of teaching remains unaddressed, with implications for the sustainability of educators. This study recommends a re-evaluation of assessment policies to align with pedagogical values and lecturer well-being support within institutional frameworks.
Co-Authors Astuti Wijayanti I Gusti Ayu Indah Triana Juliari I Putu Andre Suhardiana Ida Bagus Gde Phalaguna