Personalised English for Specific Purposes in Indonesian Higher Education: A Look Through the Teachers’ Lens
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Abstract
Despite extensive studies on personalised learning (PL), its implementation in higher education (HE) English for Specific Purposes (ESP) classes remains underexplored. This study addressed the paucity by exploring HE ESP teachers’ views of PL based on their teaching experiences and their preferences among its three types (i.e., personalisation, differentiation, and individualisation) in Indonesia, where ESP courses are often characterised by heterogeneous and large classes. Through semi-structured interviews with eight purposively selected Indonesian HE ESP teachers and document analysis, this study employed Matthew B. Miles et al.’s qualitative data analysis framework to uncover key insights. Findings showed that while the participants acknowledged the potential of implementing PL in HE ESP classes, its implementation centred on certain prerequisites. Challenges such as learners’ lack of autonomy and teachers’ heavy workload further complicated its feasibility. Considering Phillip Kerr’s outline on the types of PL, the participants expressed a preference for individualisation. The findings underscored the need for targeted professional development and institutional policies that support PL-based ESP classes, ensuring their practical integration into Indonesia’s HE classes.
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