Teaching University-Level English Courses through an Instructional Design Lens

Hasbi, Muhamad (2026) Teaching University-Level English Courses through an Instructional Design Lens. UNSPECIFIED.

	Text Chapter 1 Muhamad Hasbi - Teaching University-Level English Courses through an Instructional Design Lens.pdf Download (492kB)
	Text Chapter 1 Muhamad Hasbi - Teaching University-Level English Courses through an Instructional Design Lens.pdf Download (492kB)

Abstract

University-level English teaching has seen significant developments alongside persistent challenges in recent years. The field is experiencing important transformations driven by global economic integration and increased demand for high-skilled talent (Rulin, 2025; Wang, 2024). Universities are implementing innovative strategies such as blended learning, international certifications, and curricular updates (Acosta et al., 2025). Higher education English programs are integrating digital tools, artificial intelligence (AI), and blended learning frameworks to better support academic English proficiency and communicative competencies among students (Li, 2025). Additionally, emphasis is being placed on cultivating students' core literacy through quality education rather than merely teaching theoretical knowledge (Zhu, 2023). However, these advancements bring challenges. Traditional English teaching models face substantial difficulties, including unclear teaching objectives, homogenized content, outdated methods, and insufficient teaching staff (Rulin, 2025). Given this complexity, effective instructional design is crucial for successful university-level English courses and encompasses multiple interconnected elements.

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