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All Journal JELTEC: Journal of English Language Teaching, Literature and Culture E-CLUE Journal of English Culture, Language, Literature and Education
Devilito Prasetyo Tatipang
State University of Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Graduate Students Perceptions Toward the Integration of Heutagogy Approach in Material Development Class Devilito Prasetyo Tatipang; Muh. Al Fachrizah Fitra; Sahril Nur
Journal of English Culture, Language, Literature and Education Vol. 13 No. 1 (2025): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i1.4597

Abstract

This study investigates graduate students perspectives on integrating the heutagogical approach in a Material Development course emphasizing its effects on engagement critical thinking skill acquisition and real world applicability Heutagogy or self determined learning prioritizes learner autonomy critical reflection and the flexibility to tailor learning strategies to individual needs The research employs a descriptive qualitative design utilizing Likert scale questionnaires and interviews to collect data from 15 doctoral students with five selected for in depth discussions Findings indicate that most participants consider heutagogy highly effective in promoting self directed learning and creativity in material development Notably 73 strongly believe this approach will benefit their academic and professional futures demonstrating its relevance to evolving trends in educational material creation Additionally 67 feel confident in their ability to innovate and adapt while 53 recognize its role in developing transferable skills for interdisciplinary projects Furthermore 80 affirm that heutagogy is well suited for doctoral level education reinforcing its value in advanced academic settings Despite these positive outcomes challenges remain particularly regarding students confidence in mentoring others through heutagogical methods This underscores the need for further investigation into peer learning and mentorship strategies within this framework Overall the study highlights heutagogy s effectiveness in fostering critical thinking and adaptability in higher education < p>
What are they exactly? Are they similar or different? A Conceptual and Contextual Insights of Multilingualism and Plurilingualism from Indonesian EFL Classrooms Devilito Prasetyo Tatipang; Anas Irwan; Syahrullah Syahrullah; Fajar Aswat
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i2.12777

Abstract

This systematic literature review aims to clarify the conceptual distinctions and contextual applications of nbsp;multilingualism nbsp;and nbsp;plurilingualism nbsp;in Indonesian English as a Foreign Language EFL classrooms The study addresses widespread confusion among educators and policymakers by analyzing 25 high quality peer reviewed studies published between 2021 to 2025 Using rigorous selection criteria and thematic analysis the review found that nbsp;multilingualism nbsp;is typically understood as the coexistence of multiple languages within societies or institutions while nbsp;plurilingualism nbsp;highlights an individual s integrated and dynamic use of multiple languages Despite Indonesia s rich linguistic diversity national policies and curricula have yet to fully adopt plurilingual principles often favoring strict language separations Classroom research reveals that language practices are more fluid with teachers and students frequently combining languages for comprehension and engagement However varying teacher beliefs and insufficient training hinder the implementation of effective plurilingual pedagogy This study underscores the need for clear shared definitions and improved professional development to bridge the gap between theory policy and practice The findings advocate for policies and teaching approaches that recognize and harness the full linguistic repertoires of learners Ultimately this review provides a critical foundation for advancing multilingual education in Indonesia and contributes to global discussions on language pedagogy in multilingual contexts< em>< p>
Co-Authors Anas Irwan Fajar Aswat Muh. Al Fachrizah Fitra Sahril Nur Syahrullah Syahrullah