FROM CURRICULUM TO CLASSROOM: ASSESSING A LITERACY COURSE IN ENGLISH LANGUAGE TEACHING
Keywords:
Literacy, Reading, WritingAbstract
This qualitative case study investigates the implementation of materials, activities, and evaluations in a second-semester Literacy course within an English Language Teaching Department (ELTD) at a state university in Indonesia. Data were collected through structured classroom observations across an instructional cycle and analyzed using thematic coding. The findings indicate that course materials successfully scaffold learning from fundamental reading comprehension to advanced research literacy through source retrieval tools like Google Scholar. Classroom activities prioritize critical thinking, interactive peer discussions, and structured writing exercises, while enforcing strict academic integrity policies against unauthorized generative AI usage. Evaluation practices emphasize formative assessment via personalized instructor consultations, explicit assignment criteria, and collective feedback sessions. The study highlights key pedagogical implications regarding scaffolded research skills and digital integrity, while noting study limitations and offering recommendations for future mixed-methods research. Overall, the course demonstrates an effective model for integrating language proficiency, critical reasoning, and academic ethics in higher education EFL contexts.References
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