English language teachers’ beliefs and classroom practices in a postmodern era: a case from Indonesia

This study investigates Indonesian English as a Foreign Language (EFL) teachers’ beliefs and practices in relation to postmodern perspectives in English Language Teaching (ELT), with particular emphasis on contextualized pedagogy, recognition of plurality, and critical reflective practice. Employing a mixed-methods survey design, data were collected from 104 EFL teachers across diverse regions of Indonesia through Likert-scale questionnaires and open-ended responses. Quantitative data were analyzed descriptively, while qualitative responses were examined thematically to capture teachers’ situated practices. The findings reveal three key patterns. First, teachers demonstrate a strong shift from universal, method-based instruction toward context-sensitive and flexible pedagogies. Second, teachers exhibit positive orientations toward cultural diversity, multiple identities, and World Englishes, even though this orientation is tempered by persistent adherence to standardized norms. Third, while teachers highly value reflective practice and student-centered inquiry, critical engagement with ideological dimensions of teaching materials remains limited, suggesting constraints on teacher agency within institutional structures. These findings suggest that postmodernism in Indonesian ELT is enacted through what may be termed selective postmodernism, where teachers adopt flexibility and plurality at the classroom level but remain cautious in challenging broader curricular and ideological frameworks. Implications highlight the need for teacher education programs to move beyond pedagogical skills toward fostering critical consciousness, culturally responsive teaching, and reflective professionalism in diverse EFL contexts.