Winda Syafitri, Berlin Sibarani, Masitowarni Siregar
This study investigates the realization models of teachers’ conceptions of teaching English at a vocational higher education institution in Indonesia. The research provides theoretical and practical insights for enhancing English instruction in vocational education. Teachers’ conceptions include three key dimensions: the teaching process, content of instruction, and students’ cognitive abilities and motivation. Using a multi-case study design, the research involved 11 English lecturers. Data were collected through classroom observations, syllabus analysis, and interviews. Instruments included structured interview protocols and observation checklists. The findings reveal a partial alignment between teachers’ conceptions and their actual classroom practices. However, full alignment is observed in content delivery and teachers’ understanding of students’ cognitive abilities and motivation. The study also identifies three factors influencing the realization of teaching conceptions: the vocational curriculum, learner-related challenges, and teacher-specific elements. These findings underscore the complex interplay between beliefs and practice in vocational English education and highlight areas for professional development, curriculum design, and policy refinement. Enhancing alignment between conceptions and practices, particularly in the teaching process, may lead to more effective instruction and improved learning outcomes for vocational students in Indonesia. Copyright © 2025 by the author(s).
English Education Linguistics Program, Universitas Negeri Medan, Medan, 20221, Indonesia; Department of Computer and Informatics Engineering, Politeknik Negeri Medan, Medan, 20155, Indonesia
