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All Journal EDUVELOP (Journal of English Education and Development) AIJER: Algazali International Journal Of Educational Research DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Klasikal: Journal of Education, Language Teaching and Science Community Development Journal: Jurnal Pengabdian Masyarakat English Education Journal (E2J) The Academic: English Language Learning Journal ASH-SHAHABAH : Jurnal Pengabdian Masyarakat
Indahyanti, Rizka
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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BRIDGING THEORY AND LEARNING: PEDAGOGICAL CHALLENGES IN AN EFL PSYCHOLINGUISTICS COURSE Indahyanti, Rizka; Rahman, Ali Wira
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 2 (2025): The Academic: English Language Learning Journal
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i2.1706

Abstract

Psycholinguistics is a core theoretical course in English Language Teaching (ELT) programmes, yet it is often perceived as challenging by EFL undergraduates due to its abstract concepts and cognitive demands. This study explores pedagogical challenges in bridging psycholinguistic theory and student learning in an EFL higher education context. Adopting a classroom-based qualitative case study design, the research was conducted in an undergraduate psycholinguistics course within an English education programme. Data were collected through classroom observations, student reflective journals, focus group discussions, and document analysis. Thematic analysis revealed several key challenges, including the abstract nature of theoretical concepts, difficulties in mediating theory through pedagogical practices, reduced student engagement during explanation-dominated instruction, and the linguistic demands of learning theory in English. The findings highlight the central role of pedagogical mediation in supporting students’ conceptual understanding and engagement in theory-oriented courses. Rather than viewing students’ difficulties as individual deficits, the study underscores the importance of examining pedagogy as a situated and relational practice shaped by teacher cognition and classroom context. The study offers pedagogical implications for EFL lecturers and teacher education programmes seeking to make psycholinguistics and other theory-based courses more accessible and meaningful for undergraduate learners
Co-Authors Fansury, Andi Hamzah Faried, Rifka Imran, Muhammad Chairil Jusmaniar, Jusmaniar Muhammad Chairil Imran Mujahidah Mujahidah Mursidin, Muthmainnah Nonci, Jusmaniar Nur Yolanda Alamri Nurjannah, Sitti Nurul Hasanah Rahman, Ali Wira Riskal Fitri Sahril Nur Sulistiana Sulistiana, Sulistiana Sulviana, Sulviana