Narrative self-observation as a reflective framework for enhancing english-medium instruction in higher education

Basori, Muchamad Adam ORCID: https://orcid.org/0000-0002-4681-3803 and , ORCID: https://orcid.org/0000-0002-4681-3803 Narrative self-observation as a reflective framework for enhancing english-medium instruction in higher education. Research Report. Pusat Pengembangan Bahasa. (Unpublished)

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Abstract

This empirical study investigates how Narrative Self-Observation (NSO) functions as a reflective framework for lecturers who teach through English as a Medium of Instruction (EMI) in an Indonesian Islamic higher education context. Drawing on narrative inquiry, the study explores how lecturers’ language ideologies, identity positions, and pedagogical decisions are articulated and problematized when they systematically narrate and examine their own teaching. Data were generated from 25 EMI lecturers across disciplines who produced a total of 53 written texts, combining reflective teaching diaries and NSO-based narrative accounts of selected classroom episodes. The narratives were subjected to iterative, theory-informed thematic analysis. Findings show six interrelated clusters of language ideologies: English as gatekeeping resource, English as mobility capital, English as institutional branding, English as threat to local languages, English as a tool for epistemic access, and English as a source of anxiety and deficit. These ideologies intersect with three major identity trajectories—expert-knower, struggling mediator, and developing plurilingual professional—that shape how lecturers position themselves and their students in EMI classrooms. NSO also surfaces a repertoire of pedagogical responses, including strategic translanguaging, re-design of task scaffolding, and negotiation of assessment criteria, through which lecturers attempt to reconcile ideological tensions. The study argues that NSO offers a viable, low-cost, and context-sensitive professional development approach that aligns with current EMI scholarship on teacher identity and agency. It concludes with implications for institutional EMI policy, lecturer support, and future research on narrative-based reflective frameworks in multilingual university settings.

Item Type:	Research (Research Report)
Keywords:	English-Medium Instruction (EMI); narrative self-observation; teacher identity; language ideology; lecturer development; Indonesian Islamic higher education
Subjects:	13 EDUCATION > 1301 Education Systems > 130103 Higher Education 13 EDUCATION > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Divisions:	Faculty of Humanities > Department of English Language and Letters
Depositing User:	Muchamad Adam Basori
Date Deposited:	08 Dec 2025 15:26

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