Bridging Cultural Identity and Digital Transformation in EFL Classrooms: A Sociocultural Perspective from Indonesia

Salsabila Nurhaliza(1,Mail), Sofendi Sofendi(2), Soni Mirizon(3) | CountryCountry:


(1) Department of Doctoral Education, Universitas Sriwijaya, Indonesia
(2) Department of Doctoral Education, Universitas Sriwijaya, Indonesia
(3) Department of Doctoral Education, Universitas Sriwijaya, Indonesia

MailCorresponding Author

Metrics Analysis (Dimensions & PlumX)

Indexing:
Similarity:

© 2025 Salsabila Nurhaliza

Bridging Cultural Identity and Digital Transformation in EFL Classrooms: A Sociocultural Perspective from Indonesia. Small and Secondary Cities in Indonesia face specific challenges when implementing digital transformation in English Language Learning (ELL). This research investigates such challenges in Palembang, South Sumatra, Indonesia, where technology and local (culture-based) values are not well integrated into English language teaching. Objectives: This study aimed to explore the availability and use of digital technologies, the infusion of local culture into teaching-inspired materials and practices, and the challenges and opportunities faced by teachers in developing culturally responsive, digitally based English instruction across varied school types in Palembang. Method: Employing a descriptive qualitative design, data were obtained through semi-structured interviews conducted with five English teachers from urban public, suburban, private, semi-rural, and madrasah schools. The data were analyzed thematically. Findings: Three themes emerged from the interviews conducted with the participants. Inequality in access to and use of digital technology between urban and semi-rural schools is considerable due to infrastructural challenges that discourage effective pedagogical practices. There is little representation of Palembang's local culture in the English-language instructional materials developed for students, despite teachers believing it could serve as a valuable component of the educational process. Conclusion: This study shows that meaningful digital transformation in English language education cannot rely solely on technology. It requires a coordinated approach that strengthens both technological infrastructure and culturally relevant pedagogy. For digital integration to truly benefit students, schools need system-level support: curriculum reforms that allow space for regional content, ongoing professional development that blends digital skills with cultural pedagogy, and fair resource distribution that prioritizes underserved schools. Without these combined efforts, digital initiatives risk deepening rather than reducing existing educational inequalities.

 

Keywords: culturally responsive pedagogy, digital divide, teacher agency, english language learning.

Alkhudiry, R. (2022). The contribution of Vygotsky's sociocultural theory in mediating L2 knowledge co-construction. Theory and Practice in Language Studies, 12(10), 2117–2123. https://doi.org/10.17507/tpls.1210.19

Aminah, S., Arifin, Z., & Mutohhari, F. (2021). The effect of learning models and learning motivation on students' learning outcomes in social studies subjects. International Journal of Elementary Education, 5(1), 36–44. https://doi.org/10.23887/ijee.v5i1.31983

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255–291). Longman.

Argawati, N. O., & Suryani, L. (2020). Digital-based instruction: Chances and challenges in English language teaching context. International Journal of Evaluation and Research in Education (IJERE), 9(4), 1138–1146. https://doi.org/10.11591/ijere.v9i4.20579

Arista, H. D. (2020). Pemanfaatan potensi budaya dan lingkungan lokal sebagai sumber belajar bahasa Indonesia dalam konteks global. [Utilization of local cultural and environmental potential as a source of learning Indonesian in a global context]. ISCE: Journal of Innovative Studies on Character and Education, 4(1), 10-24. http://iscjournal.com/index.php/isce

Atmowardoyo, H., Weda, S., & Sakkir, G. (2021). Students' voice on multimodal learning environment in language teaching. Celt: A Journal of Culture, English Language Teaching & Literature, 21(1), 112–136. https://doi.org/10.24167/celt.v21i1.2943

Ayaz, M. F., & Sekerci, H. (2015). The effects of the constructivist learning approach on student's academic achievement: A meta-analysis study. Turkish Online Journal of Educational Technology, 14(4), 143–156.

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66–70. https://doi.org/10.9790/7388-05616670

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). Tony Bates Associates Ltd. https://doi.org/10.59668/900.2

Bhakti, C. P., & Meiningsih, L. P. (2022). Digital literacy, psychological wellbeing, and teaching readiness among pre-service teachers during pandemic. Cakrawala Pendidikan, 41(1), 122-133. https://doi.org/10.21831/cp.v41i1.45634

Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802-1811. https://doi.org/10.1177/1049732316654870

Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning (2nd ed.). Georgetown University Press. https://doi.org/10.2307/j.ctt2tt3jx

Boon, H. J., & Lewthwaite, B. (2015). Development of an instrument to measure a facet of quality teaching: Culturally responsive pedagogy. International Journal of Educational Research, 72, 38–58. https://doi.org/10.1016/j.ijer.2015.04.009

Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum International Publishing Group.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing (3rd ed.). Sage Publications.

Byram, M., Golubeva, I., Hui, H., & Wagner, M. (2017). From principles to practice in education for intercultural citizenship. Multilingual Matters. https://doi.org/10.21832/9781783097654

Cahyani, H., Cahyono, B. Y., & Astuti, U. P. (2020). Cultural content in EFL textbooks used by Indonesian senior high schools. Arab World English Journal, 11(4), 445-459. https://doi.org/10.24093/awej/vol11no4.28

Cahyono, B. Y., & Widiati, U. (2021). The teaching of English as a foreign language in Indonesia. Routledge. https://doi.org/10.4324/9781003022381

Caingcoy, M. E. (2023). Intercultural communicative competence and English language teaching: Teachers' perceptions and practices in the Omani EFL context. Cogent Education, 10(1), 2171486. https://doi.org/10.1080/2331186X.2023.2171486

Candela, A. G. (2019). Exploring the function of member checking. The Qualitative Report, 24(3), 619–628. https://doi.org/10.46743/2160-3715/2019.3726

Chapelle, C. A., & Sauro, S. (Eds.). (2017). The handbook of technology and second language teaching and learning. Wiley-Blackwell. https://doi.org/10.1002/9781118914069

Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design (pp. 1-36). Palgrave Macmillan. https://doi.org/10.1057/9781137539724_1

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.

Daud, M., & Musigrungsi, S. (2024). English instruction challenges and opportunities in Indonesian primary schools: A systematic review. Journal of English Language Teaching Innovations and Materials (JELTIM), 6(1), 31–49. https://doi.org/10.26418/jeltim.v6i1.72178

Dewi, N. R., & Budiono, A. (2021). Collaborative learning using digital technology during COVID-19 pandemic: Indonesian EFL students' perceptions. Journal of Asia TEFL, 18(3), 1024–1033. https://doi.org/10.18823/asiatefl.2021.18.3.20.1024

Dinas Pendidikan Provinsi Sumatera Selatan. (2023). Laporan implementasi kurikulum merdeka tingkat provinsi [Provincial curriculum implementation report]. Palembang: Dinas Pendidikan Provinsi Sumatera Selatan.

Fauzan, U., & Ngabut, M. N. (2021). EFL teachers' challenges and strategies during COVID-19 pandemic: Multiple case studies. LANGKAWI: Journal of The Association for Arabic and English, 7(1), 24-35. https://doi.org/10.31332/lkw.v7i1.2620

Fauziati, E. (2021). Culture-based English language teaching: Integrating local wisdom into EFL classroom. Register Journal, 14(1), 1–20. https://doi.org/10.18326/rgt.v14i1.1-20

Fonseca, J., & Conboy, J. (2006). Secondary student perceptions of factors affecting failure in science in Portugal. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 82–95. https://doi.org/10.12973/ejmste/75456

Galletta, A. (2013). Mastering the semi-structured interview and beyond: From research design to analysis and publication. NYU Press. https://doi.org/10.18574/nyu/9780814732939.001.0001

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25. https://doi.org/10125/44667

Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. https://doi.org/10.1177/1525822X05279903

Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Sage Publications. https://doi.org/10.4135/9781483384436

Hadijah, S., Shalawati, S., & Amri, Z. (2023). EFL teachers' beliefs and practices on technology integration in teaching English. Studies in English Language and Education, 10(1), 363-383. https://doi.org/10.24815/siele.v10i1.23878

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

Harvey, L. (2015). Beyond member-checking: A dialogic approach to the research interview. International Journal of Research & Method in Education, 38(1), 23–38. https://doi.org/10.1080/1743727X.2014.914487

Hermawan, B., & Lia, F. (2020). Konten budaya dalam buku teks bahasa Inggris yang digunakan di SMA Indonesia. [The cultural content in English textbooks used in Indonesian senior high schools]. Learn Journal: Language Education and Acquisition Research Network, 13(2), 275–292.

Hermawan, D., Rai, I. G. A., & Padmadewi, N. N. (2020). Developing local culture-based digital materials for teaching English at senior high school. Journal of Education Research and Evaluation, 4(3), 286–294. https://doi.org/10.23887/jere.v4i3.27445

Hockly, N. (2016). Focus on learning technologies. ELT Journal, 70(1), 88–91. https://doi.org/10.1093/elt/ccv064

Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175–188. https://doi.org/10.1558/cj.v25i2.175-188

Indah, R. N., Toyyibah, Budhiningrum, A. S., & Afifi, N. (2022). The research competence, critical thinking skills, and digital literacy of Indonesian EFL students. Journal of Language Teaching and Research, 13(2), 315–324. https://doi.org/10.17507/jltr.1302.11

Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954-2965. https://doi.org/10.1111/jan.13031

Koelsch, L. E. (2013). Reconceptualizing the member check interview. International Journal of Qualitative Methods, 12(1), 168-179. https://doi.org/10.1177/160940691301200105

Kristiawan, D. Y. (2012). Situating local culture in ELT material design in the Indonesian EFL context. The English Teacher, XLI (2), 79–90. https://journals.melta.org.my/index.php/tet/article/view/248

Kusumaningputri, R., & Widodo, H. P. (2018). Promoting Indonesian university students' critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49-61. https://doi.org/10.1016/j.system.2017.10.003

Kwarteng, M. (2025). Practical application of Piaget's cognitive theory and Vygotsky's sociocultural theory in classroom pedagogy. Journal of Studies in Education, 15(2), 68–85. https://doi.org/10.5296/jse.v15i2.22703

Lăcrămioara, R. G., & Pavel, A. P. (2018). Using new technologies in teaching and learning. Procedia - Social and Behavioral Sciences, 180, 1246-1250. https://doi.org/10.1016/j.sbspro.2015.02.253

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751

Lai, C., & Widmar, N. O. (2021). Revisiting the digital divide in the COVID-19 era. Applied Economic Perspectives and Policy, 43(1), 458–464. https://doi.org/10.1002/aepp.13104

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press. https://doi.org/10.1093/oso/9780199288564.001.0001

Lengkanawati, N. S. (2020). EFL teachers' competence in integrating culture in language teaching. Celt: A Journal of Culture, English Language Teaching & Literature, 20(2), 304-323. https://doi.org/10.24167/celt.v20i2.2964

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications. https://doi.org/10.1016/0147-1767(85)90062-8

MacPhail, C., Khoza, N., Abler, L., & Ranganathan, M. (2016). Process guidelines for establishing intercoder reliability in qualitative studies. Qualitative Research, 16(2), 198–212. https://doi.org/10.1177/1468794115577012

Malterud, K., Siersma, V. D., & Guassora, A. D. (2016). Sample size in qualitative interview studies: Guided by information power. Qualitative Health Research, 26(13), 1753-1760. https://doi.org/10.1177/1049732315617444

Manzano-Sánchez, H. (2016). Situated learning and Vygotsky's sociocultural theory: Understanding teacher professional development. Revista Latinoamericana de Estudios Educativos, 46(1), 119–146.

Marlina, R., & Giri, R. A. (2014). The pedagogy of English as an international language: Perspectives from scholars, teachers, and students. Springer. https://doi.org/10.1007/978-3-319-06127-6

Marsh, J. (2016). 'Unboxing' videos: Co-construction of the child as cyberflâneur. Discourse: Studies in the Cultural Politics of Education, 37(3), 369–380. https://doi.org/10.1080/01596306.2015.1041457

Masduqi, H., & Izzati, L. N. (2020). Multimodal literacy: Emancipating students' critical thinking through digital storytelling. International Journal of Language Education, 4(3), 435–447. https://doi.org/10.26858/ijole.v4i3.14871

Matsuda, A. (2017). Preparing teachers to teach English as an international language. Multilingual Matters. https://doi.org/10.21832/9781783097036

McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031

McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. RELC Journal, 49(1), 9–23. https://doi.org/10.1177/0033688217738817

Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative Health Research, 25(9), 1212–1222. https://doi.org/10.1177/1049732315588501

Musthafa, B. (2020). English language teaching in Indonesia: A continuous struggle for relevance. Indonesian Journal of Applied Linguistics, 10(2), 473–486. https://doi.org/10.17509/ijal.v10i2.28599

Nugroho, A., & Mutiaraningrum, I. (2020). EFL teachers' beliefs and practices about digital learning of English. EduLite: Journal of English Education, Literature and Culture, 5(2), 304-321. https://doi.org/10.30659/e.5.2.304-321

Nurfaidah, S., Lengkanawati, N. S., & Sukyadi, D. (2021). Levels of reflection in EFL pre-service teachers' teaching journal. Indonesian Journal of Applied Linguistics, 10(3), 633–641. https://doi.org/10.17509/ijal.v10i3.31753

Nurlaila, A. P., & Rahmawati, E. (2021). The use of digital technology in EFL classroom: Teachers' creativity during pandemic. Journal of English Language Teaching and Linguistics, 6(2), 301–319. https://doi.org/10.21462/jeltl.v6i2.555

Ober, R., Parter, R. J., & Bat, M. (2023). Weaving Aboriginal and Torres Strait Islander perspectives and pedagogies into the fabric of early childhood education. Contemporary Issues in Early Childhood, 24(1), 124–138. https://doi.org/10.1177/14639491231161119

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244

Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications.

Poland, B. D. (1995). Transcription quality as an aspect of rigor in qualitative research. Qualitative Inquiry, 1(3), 290–310. https://doi.org/10.1177/107780049500100302

Pramesti, U. D., & Sari, F. M. (2021). Investigating EFL students' perception toward multimodal learning. Journal of English Language Teaching and Linguistics, 6(1), 39-55. https://doi.org/10.21462/jeltl.v6i1.517

Putri, N. P. D., Artini, L. P., & Nitiasih, P. K. (2022). Project-based learning strategy on students' writing skill viewed from creativity. Journal of Education Research and Evaluation, 6(1), 95-106. https://doi.org/10.23887/jere.v6i1.43642

Rahayu, R. P., Wirza, Y., & Ihsan, D. (2022). Digital literacy and 21st century skills: A bridge to education 4.0 in Indonesia. International Journal of Instruction, 15(2), 509–522. https://doi.org/10.29333/iji.2022.15228a

Rahmawati, A., & Ertin. (2020). EFL teachers' challenges in using technology integrated into the classroom. VELES: Voices of English Language Education Society, 4(2), 211–219. https://doi.org/10.29408/veles.v4i2.2472

Reinders, H. (2011). Digital storytelling in the foreign language classroom. ELT World Online, 3, 1–9.

Rizki, F., & Fitrawati, F. (2020). ICT literacy of senior high school English teachers in integrating technology in language teaching in Padang. Journal of English Language Teaching, 9(4), 744-754. https://doi.org/10.24036/jelt.v9i4.109848

Rustandi, A., & Mubarok, H. (2022). Technology literacy as a form of Indonesian education transformation in the digital era. Advances in Social Science, Education and Humanities Research, 655, 210–217. https://doi.org/10.2991/assehr.k.220406.033

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage Publications.

Sari, D. P., & Wahyudin, A. Y. (2022). Indonesian EFL teachers' technological pedagogical and content knowledge (TPACK) and their beliefs about integrating technology into teaching. Journal of Asia TEFL, 19(1), 258-275. https://doi.org/10.18823/asiatefl.2022.19.1.16.258

Selwyn, N. (2016). Digital downsides: Exploring university students' negative engagements with digital technology. Teaching in Higher Education, 21(8), 1006–1021. https://doi.org/10.1080/13562517.2016.1213229

Setiyadi, A. B. (2020). Teaching English as a foreign language [Pengajaran bahasa Inggris sebagai bahasa asing] (2nd ed.). Graha Ilmu.

Spradley, J. P. (2016). The ethnographic interview. Waveland Press.

Sudartini, S. (2024). Preserving cultural identity: The imperative of prioritizing Indonesian character values in English textbooks to safeguard against cultural hegemony in language learning. Jurnal Pendidikan Karakter, 14(1), 21–37. https://doi.org/10.21831/jpk.v14i1.67890

Suh, Y., An, S., & Forest, D. (2017). Immigration, imagined communities, and collective memories of Asian American experiences: A content analysis of Asian American experiences in Virginia US history textbooks. The Journal of Social Studies Research, 41(1), 39–51. https://doi.org/10.1016/j.jssr.2016.03.001

Suherman, A. (2021). The implementation of character education values in integrated physical education subject in elementary school. Cakrawala Pendidikan, 40(2), 426-438. https://doi.org/10.21831/cp.v40i2.30647

Sukma, Y., & Sari, D. A. (2022). The use of local culture-based materials in teaching English: Teachers' perspectives [Penggunaan materi berbasis budaya lokal dalam pengajaran bahasa Inggris: Perspektif guru]. Journal of English Education and Teaching, 6(1), 14–28. https://doi.org/10.33369/jeet.6.1.14-28

Sulistyo, G. H., Mukminin, A., Abdurrahman, K., & Haryanto, E. (2020). Learning to teach: A case study of student teachers' practicum and policy recommendations. The Qualitative Report, 25(10), 3667–3682. https://doi.org/10.46743/2160-3715/2020.4189

Sundari, H., Rafli, Z., & Nuraeni, C. (2022). Indonesian EFL teachers' technological pedagogical content knowledge (TPACK) in remote teaching. International Journal of Instruction, 15(3), 515–534. https://doi.org/10.29333/iji.2022.15328a

Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63–75. https://doi.org/10.3316/QRJ1102063

Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Routledge. https://doi.org/10.4324/9781410612700

Tracy, S. J. (2010). Qualitative quality: Eight "big-tent" criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. https://doi.org/10.1177/1077800410383121

Ünlüsoy, A., Leander, K., & de Haan, M. (2022). Reconsidering learning in the digital age: A proposal for "Digital Resonance". Learning, Culture and Social Interaction, 35, 100632. https://doi.org/10.1016/j.lcsi.2022.100632

Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: Systematic analysis of qualitative health research over a 15-year period. BMC Medical Research Methodology, 18(1), 148. https://doi.org/10.1186/s12874-018-0594-7

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938

Wachidah, S., Gunawan, A., Diyantari, & Khatimah, Y. R. (2017). When English rings a bell: SMP/MTs kelas VII. Kementerian Pendidikan dan Kebudayaan.

Wahyuni, S., & Sukyadi, D. (2021). Indonesian EFL teachers' professional development: The bright and dark sides of situated learning. TEFLIN Journal, 32(1), 50–71. https://doi.org/10.15639/teflinjournal.v32i1/50-71

Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159–180. https://doi.org/10.1080/13670050608668639

Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT Press. https://doi.org/10.7551/mitpress/6699.001.0001

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57–71. https://doi.org/10.1017/S0261444800012970

Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. https://doi.org/10.3102/0091732X09349791

Widiati, U., & Cahyono, B. Y. (2020). The teaching of EFL speaking in the Indonesian context: The state of the art. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 48(1), 125-138. https://doi.org/10.17977/um015v48i12020p125

Widodo, H. P., Perfecto, M. R., & Canh, L. V. (2020). Constructing cultural representations in English language textbooks: A critical discourse analysis. Pedagogy, Culture & Society, 29(4), 617–640. https://doi.org/10.1080/14681366.2020.1749769

Widodo, H. P., Perfecto, M. R., Van Canh, L., & Buripakdi, A. (2021). Culturally inclusive TESOL materials: Teachers' conceptualisations and use. System, 103, 102648. https://doi.org/10.1016/j.system.2021.102648

Wijaya, T. T., Cao, Y., Weinhandl, R., & Yusron, E. (2023). Applying the UTAUT model to understand factors affecting micro-lecture usage by mathematics teachers in China. Mathematics, 10(7), 1008. https://doi.org/10.3390/math10071008

Zacharias, N. T. (2012). EFL students' understanding of their culture and the target culture. TEFLIN Journal, 23(1), 69–86. https://doi.org/10.15639/teflinjournal.v23i1/69-86

Zacharias, N. T. (2019). Toward a culturally and pedagogically sensitive EFL teacher education. TEFLIN Journal, 30(1), 1–21. https://doi.org/10.15639/teflinjournal.v30i1/1-21

Zacharias, N. T. (2020). Contextualising, tailoring and connecting: Ways to adapt textbooks. ELT Journal, 74(4), 445–453. https://doi.org/10.1093/elt/ccaa031

AI checking

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


View My Stats