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 analy