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All Journal International Journal of Education Online Learning in Educational Research Journal of Vocational, Informatics and Computer Education
Asmawi, Adelina
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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TEACHER AUTHENTICITY IN LANGUAGE EDUCATION Jacobs, George M.; Asmawi, Adelina; Renandya, Willy A.
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.50394

Abstract

In education, the phrase "authenticity" has various connotations, including in language education. This article begins by examining different meanings of the term authenticity in language teaching. Some of these meanings refer to authenticity in the assessment, tasks, and materials that language teachers use. The main part of the article looks at another meaning of authenticity. The literature on teacher authenticity and personal authenticity in general is applied to the situation of language teachers while viewing authenticity through the lens of student-centered learning (SCL) and the overall paradigm shift from which SCL grew. Topics discussed include whether teachers should behave according to students’ views of what teachers should do or according to how teachers themselves believe they should behave. The article next looks at how teachers can develop their authenticity via their lifelong, lifewide, and lifedeep learning. The article also delves into various issues in which teachers can be authentic by “walking their talk,” e.g., teachers who encourage students to read need to be readers themselves, and teachers who encourage their students to cooperate with their peers should cooperate with their own peers in education and elsewhere in their lives. The two final parts of the article ask what impact teacher authenticity might have on the teachers’ students and how authenticity, which seems to be such an individual construct, can be put to the service of society as a whole.
Confronting Professional and Cultural Barriers to Evidence-Based Teaching in University English Departments: An Auto-Ethnographic Study Alam, Md. Saiful; Asmawi, Adelina; Haque, Mohammad Hamidul
Online Learning In Educational Research (OLER) Vol 4, No 2 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i2.404

Abstract

education, yet their integration in higher education remains underexplored, with most studies focusing on schools. This study aims to identify cultural and professional barriers hindering EBTP adoption among university lecturers through an autoethnographic approach. Using Flanagan's Critical Incident Technique (CIT) and personal journaling, longitudinal qualitative data were collected and analyzed within an interpretive framework. The findings reveal that deeply ingrained cultural capital and traditional professional practices significantly obstruct the adoption of EBTP, highlighting resistance to pedagogical innovation, peer learning, and student-centered teaching. These barriers emphasize the need for institutional reforms, professional development initiatives, and a cultural shift to foster evidence-based practices in higher education, contributing to bridging the gap between research and practice in pedagogy.
Recognizing the Pluriversal Indigenous Ontologies for the Adoption of Gen AI in Glocal EFL Education: A Theoretical Reflection Alam, Md. Saiful; Asmawi, Adelina
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): Desember 2025
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/rheq3849

Abstract

Since the emergence of generative artificial intelligence (hence, Gen AI), a newly created discursive wave has been pushing for the integration of the novel, non-human tool as both an inevitable and universally desirable ontology of technology-integrated language education. However, noticeably, this superficial celebratory narrative often overlooks locally valued pedagogical ontologies where Gen AI may appear as culturally foreign, pedagogically misaligned, and technologically impractical. Positing it within this ontological potential, the present paper takes a critical view on the universalist assumption of Gen AI-driven EFL teaching. By applying the method of theoretical reflections, the paper then argues for a “pluriversal” perspective that acknowledges localized epistemologies, classical pedagogies, and human-centered teaching traditions. In doing so, the paper draws on the key concepts, including glocalism, digital divides, technological foreignness, the value of pluriversality, contextualism and cultural-philosophical relativism. By highlighting these concepts, the paper contends that there are some legitimate antecedents for which some global South contexts may resist or remain unprepared or reluctant about the integration of GenAI in EFL practices. The discussion in this paper underscores that GenAI cannot be a one-size-fits-all solution. Otherwise, GenAI tooling of EFL education in indigenous lands may be positioned as a conflicting paradigm threatening the classical, humanist, unique pedagogical rhythm. Therefore, the paper calls for a localized theorization of Gen AI-integrated EFL education.
Co-Authors Alam, Md. Saiful George M. Jacobs Haque, Mohammad Hamidul Willy A. Renandya