Emancipatory Learning Strategies in English Language Teaching: Insights from Indonesia

As English language teaching (ELT) evolves to address global and local demands for equity and critical engagement, emancipatory learning strategies (ELSs) have become increasingly relevant. This study investigates ELSs employed in ELT in the context of Indonesian higher education. The purpose is to explore how ELSs are implemented in ELT in Indonesian universities, how lecturers exercise their agency in implementing the strategies and what factors support and inhibit such exercises of agency by lecturers in using these strategies. Drawing on emancipatory pedagogy theory and the ecological model of teacher agency, this research analyses qualitative data from classroom observations, interviews, and teaching materials at a purposively sampled university in Indonesia. The study found that lecturers implemented several of ELSs in pre-activities, main-activities and post-activities of ELT classes by using real-life tasks, collaborative activities, and flexible assessments, often grounded in students' lived experiences. These strategies reflected key principles of humanisation and critical conscientisation, as lecturers sought to create inclusive spaces where students could voice their perspectives and engage with social realities through English language learning. Problem-based learning was frequently used to develop both linguistic competence and critical awareness. The lecturers dominantly dedicated themselves to emancipatory pedagogy, adapting or modifying the strategies according to local contexts, personal values and professional identity and commitment to socially engaged teaching. the study also found that the attitudes of the national policy, institutional culture and lecturers' professional stance towards ELSs have enabled such practices, while constraints like unclear curriculum guidelines, lecturers' overload with accreditation and administrative works as well students' inability to fully operate as expected by emancipatory principles posed challenges. This research contributes to broader discussions on teacher agency and the democratisation of English learning in postcolonial contexts.