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Research in English as a foreign language (EFL) settings indicates that teaching oral communication continues to pose many challenges for various reasons. Teachers’ limited competence, students’ low proficiency level, and the use of inappropriate teaching methods are some of the most commonly perceived reasons that can compromise effective English teaching to improve students’ oral communication skills. Yet, little is known about English language teacher educators’ (ELTEs) pedagogical practices in the context of English language teacher education programs (ELT-EP) in Indonesia. The purpose of the study reported in this article was to investigate ELTEs’ voices regarding teaching oral communication to pre-service English language teachers (PELTs). Using semi-structured interviews, data from eleven ELTEs, who were teaching speaking and listening at a university in Indonesia, were collected. Using a thematic analysis approach, the findings showed one major theme, viz. “challenges”, which incorporated three sub-themes: “ineffective classroom management”; “time spent for other roles”; and “inadequate teaching facilities”. It is suggested that listening more closely to the ELTEs’ voices might help tailor teacher education programs to Indonesian contexts. A number of possible solutions generated from the analysis of data are provided in order to assist teacher educators in similar contexts in their pedagogical practices.


Students' Voice ; Lecturers' Instructional Communication EFL Class

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How to Cite
Abdul, N. B., Anugrawati, N., & Syam, U. K. (2021). Students’ Voice on Lecturers’ Instructional Communication Instructional Communication Strategis in EFL Class. Celebes Journal of Language Studies, 1(1), 11-20. Retrieved from