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Data come from nonparticipatory classroom observations and are analyzed using manual constant comparative methods across cases. Findings are triangulated with informal semi-structured interviews and reflective journal entries, revealing a shared learner-focused teaching pattern and active instructional practice aligned to student responses, proficiency, and attitudes. 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Primary data were collected through nonparticipatory classroom observations.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching pattern emerged from the qualitative analysis?",{"text":121,"@type":113},"The qualitative analysis found participants shared an active teaching pattern and employed a learner-focused orientation, aligning planning and interactive decisions with students’ responses, proficiency, and attitude.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600725,1792623349,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DINAMIKA ILMU  \nVol. 16 No. 1, 2016 P-ISSN: 1411-3031; E-ISSN: 2442-9651  \nA Tale of English Polytechnic Lecturers’ Decision Making  \nSuhaily Abdullah  \nJabatan Pengajian Am, Politeknik Sultan Azlan Shah, Perak, Malaysia [suhaily.abdullah@gmail.com](suhaily.abdullah@gmail.com)  \n[Dr. Faizah Abd Majid](Dr. Faizah Abd Majid)  \nFakulti Pendidikan, Universiti Teknologi MARA, Selangor, Malaysia [faiza404@salam.edu.my](faiza404@salam.edu.my)  \nAbstract  \nTeacher decision making involves a selection of options that leads to thinking processes, underlying teaching in language classroom contexts. Due to this, as a small part of an on-going postgraduate research, this exploratory case study shares the initial findings on the lecturers’ decision-making effects on their classroom orientation. Four lecturers in a local polytechnic were purposively selected as research participants. The primary data was collected through nonparticipatory classroom observations. Manual constant comparative analysis across the cases was run to obtain the results. Later, the results were triangulated with the responses from informal semi-structured interviews and reflective journal entries. The qualitative analysis revealed that participants did share a similar teaching pattern, [i.e. active](i.e. active) teaching. The participants employed learner-focused-orientation approach as their common teaching practice. They worked on their planning decisions as well as their interactive decisions in order to harmonize their teachings to students’ response, proficiency, and attitude. This finding informs some instructional concerns regarding language teaching and learning process in polytechnics’ context (as a Technical and Vocational Education and Training, or TVET, higher education institution in Malaysia) to other English educators in different types and levels of learning institutions.  \nKeywords: decision making, language teaching, TVET institution, polytechnic lecturers  \nA. Introduction  \nThe recent fact that English is one of the most powerful communication tools worldwide appears as a vibrant cause to trigger more questions to be asked in English language teaching (ELT) . English status in ‘the expanding circle’, which refers to state of people learn English as an additional language to interact in multilingual contexts (Larsen-Freeman & Anderson, 2011), is very important due to its direct contribution to the changes in global sociocultural status, technology breakthroughs, and industrial innovations. Woods (1997) suggested that the defining feature of the modern field of language teaching is its cross-disciplinary nature. This feature unlocks cross-disciplinary exploration. Hence, the exploration has been moved from conventional focus such as linguistics and psychology to other related focus like cognitive science (Woods, 1997) . In regards to this, the explorations on teacher cognition (see Borg, 2003; S. Borg & AlBusaidi, 2012; Farrell & Bennis, 2013; Han & Song, 2011a; Lavigne, 2014; Richards & Lockhart, 1996) that question what language teachers think, know, believe and do, has established significant contributions on the research agenda in the field of language teaching (Borg, 2003) which is closely related to another focused topics such as reflective language teaching practice (e.g. Md Harun & Suravi Al-Amin, 2013) and teachers’ belief (e.g. S Borg, 2011; Han & Song, 2011a; Nurusus, 2015; Suhaily & Faizah, 2013; Richards & Lockhart, 1996) . As a result, the exploration on more specific language teaching scope such as teacher decision making (as a small section in Bailey, Curtis, & Nunan, 2001; Barnett, 2011; S. Borg & Al-Busaidi, 2012; Gutierrez, 2004; Lavigne, 2014; Woods, 1997) has become one of familiar topics in language teaching research. Drawing on the same ideas associated with teacher decision making, this study intends to provide initial findings of English lecturers’ decision-making effects on their ELT classroom orientation. It is expected th","cbCaihPkOFjqn4x7","https://ap.wps.com/l/cbCaihPkOFjqn4x7","pdf",332544,13,"English","# Abstract\n# A. Introduction\n# B. Literature Review\n## 1. Teacher decision making","[{\"question\":\"What does the study investigate about lecturers’ decision making?\",\"answer\":\"The study investigates how English lecturers’ decision making affects their ELT classroom orientation, focusing on how choices shape teaching processes in language classrooms.\"},{\"question\":\"How were the research participants selected and data collected?\",\"answer\":\"Four lecturers in a local polytechnic were purposively selected. Primary data were collected through nonparticipatory classroom observations.\"},{\"question\":\"What teaching pattern emerged from the qualitative analysis?\",\"answer\":\"The qualitative analysis found participants shared an active teaching pattern and employed a learner-focused orientation, aligning planning and interactive decisions with students’ responses, proficiency, and attitude.\"}]","A Tale of English Polytechnic Lecturers’ Decision Making | PDF",1792091264,33]