A Self-Study of Critical-Pragmatic Practices in Teaching Academic Writing in the Indonesian Context
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Abstract
This study explores the applicability of critical pragmatism in teaching academic writing to Indonesian students preparing for postgraduate study abroad. The study is situated during a time of increasing opportunities for Indonesians to access international education. Adopting the Self-Study of Teacher Education Practice (S-STEP) methodology, I reflected on my pedagogical practices in an online academic writing course, focusing on designing and delivering materials to three cohorts of Indonesian master’s students from diverse academic backgrounds. The course addressed their need to develop academic writing skills. This study revisits the literature on critical pragmatism and reflects on how I navigated pragmatic aspects, such as distinguishing student voice from scholarly sources, effective use of reporting verbs, and paraphrasing, alongside critical elements, such as promoting argumentation and encouraging students to take a stance. The analysis highlights complementary practices, revealing insights into balancing the critical and pragmatic dimensions in an Indonesian academic context. Through analysis of my reflective notes, this study sheds light on how both approaches interact, offering pedagogical insights for English for Academic Purposes (EAP) instructors in Indonesia. It also provides implications for the broader scholarly discussion on the integration of critical pragmatism in academic writing pedagogy.
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