Learner-centered teaching is a teaching approach that is increasingly being encouraged in education. In Indonesia, learner-centered teaching has been an obligation for teachers to be implemented since the government decided to try out the new designed curriculum, the 2013 curriculum. However, it is not always effective since teachers are lack of creativity, lack of responsibility and knowledge. Therefore, this study was sought to find out teacher's efforts and their roles in implementing learner-centered teaching effectively. The study involving two English teachers revealed that several efforts done by teachers in learner-centered teaching are; 1) let the students do the hard messy work of learning because they are not passive recipients of knowledge, 2) give autonomy and responsibility to students for material they learn and their own learning in general, 3) use highly engaging core content that meets the needs of the students, 4) give feedback to help students to improve, and 4) utilize multiple teaching techniques appropriate for student learning goals. Several roles of teachers in learner-centered teaching are as guides, facilitator and coaches. Teachers also play important roles in creating an environment that fosters students' learning, accommodates different learning styles, and motivates students to accept responsibility for learning.

Although extensive research has been carried out on the positive effect of Mobile Assisted Language Learning (MALL) for students� learning, there have been few studies concerning on university students� perceptions toward the use of MALL in learning English. The study was undertaken to examine university students� perceptions toward MALL specifically the use of mobile application in learning English. The participants of this study were ninety six students (68 females and 28 males). Data collection instruments used in this study were questionnaire and semi-structured interview. It reported that all participants apply MALL by downloading and using English mobile applications to help their learning. Six mobile applications which are often used by all participants were Kamusku, Google Translate, Elsa Speak, Youtube, Zoom and Google Meet. The results of the questionnaires also showed that their perceptions toward the use of MALL was that MALL, in this case the English mobile application was considered to be useful and helped their learning, besides it was overall easy to use.

It is probably fair to say that English language teaching in Indonesia’s universities has not seen significant success. Plethora of studies reported that the most common problem found in college English teaching is unskilled lecturers including the lack of integrating technology into their teaching. In fact, in this digital era, an ideal English lecturer has to have deep understanding of Technological Pedagogical Content Knowledge (TPACK) to create effective teaching. Therefore special treatment is needed to upgrade their knowledge and Lesson Study is believed to be the impactful professional development on teachers’ knowledge. This article reports on a case study regarding changes on three English lecturers’ TPACK after engaging in Lesson Study project. Those lecturers were voluntarily recruited for the case study. The findings show that Lesson Study broadened English lecturers knowledge of content, pedagogy, technology and the combination of these domains.

Studies reported that education in Indonesia has not been promoting learner autonomy as the main goal of the learning process. In fact, it could be one of the solutions to improve the quality of Indonesian students and a key goal for tertiary English learning. This explorative study was conducted to find out lecturer�s beliefs about learner autonomy and the activities done by the lecturers to foster learner autonomy. Seventeen lecturers from English Education Study Program were voluntarily investigated and interviewed. Questionnaires about Teachers' Beliefs about Learner Autonomy compiled by Borg and Al-Busaidi (2012) were also employed in this study. The study revealed that majority of students were assessed to be not autonomous yet and there were various efforts and activities done by the lecturers to improve learner autonomy, such as providing a project based assignment, recommending a specific web and English mobile applications to assist their learning, keep motivating the students, fostering reading habit, involving students to select materials, and applying various teaching methodology.Keywords: learner autonomy; teacher�s beliefs; fostering learner autonomy; EFL; tertiary education.

Speaking skill is regarded to be the major skill that must be had by students in learning a new language. Speaking in public is of primary importance. However, in Indonesian context, poor speaking performance especially in public tends to be the common problem found in English classrooms. Nowadays, a significant change has been brought by technology especially in education by revolutionizing it. The integration of recent technologies in traditional classroom which is face to face classroom has made a drastic change especially in the way people teach and learn. The present study employing quasi experimental design tries to investigate the effectiveness of multimedia technology integration in teaching public speaking skills of the second grade students of English Education Department in a University in Kuningan, West Java, Indonesia. Two instruments are used in this study namely test and questionnaires. After analyzing the data quantitatively by using a statistical tool, the study found that multimedia technology is effective in improving students' public speaking skill. Besides, by integrating technology in public speaking course, it motivates the students to learn because the teaching becomes attention-getting and more interesting.