The Adaption of Sustainable Blended Global Discussion (SBGD) in English as a Foreign Language Teaching and Learning

Abstract

The growing significance of English in global communication has heightened interest in sustainable English as a Foreign Language (EFL) instruction. Regrettably, sustainable EFL education has received insufficient attention, especially in the Indonesian context. To address this issue, recent conceptual research by Gayatri et al. has put forth a practical recommendation, namely the Sustainable Blended Global Discussion (SBGD) method, which combines classroom and online learning to engage students in global discussions with foreigners, promoting critical thinking. Despite being constructed on a solid foundation of theory and Indonesian context, the success of SBGD remains to be demonstrated. Hence, a multiple case study was conducted to examine the adaptation of SBGD in EFL classes at different universities. The EFL teachers were interviewed to explore the method’s advantages and challenges. Questionnaires were employed to study the perception and the critical thinking skills of 57 students, with some of them also being interviewed. Results showed that students indicated positive perception of the implementation of SBGD (M = 4.02 and M = 4.05). Additionally, students demonstrated a higher level of critical thinking skills through the teacher’s SBGD implementation in teaching and learning. Furthermore, greater student engagement, improved English language skills, and improved critical thinking were all observed; however, improvements like smaller group discussions, more facilitator involvement, and institutional supports were needed. This study is significant in addressing challenges and recommending the SBGD method as a solution for implementing online technologies in under-resourced contexts, specifically Indonesian higher education. The findings contribute to the literature on blended teaching and digital tools for second language education, with broader implications for similar educational settings.

1. Introduction

Given the growing necessity to enhance foreign language proficiency at the tertiary level, ongoing discussions have focused on strategies to help students better adapt to their new environment and foster sustainable communication [1]. Students are acquiring English for various reasons, including engaging in global activities [2]. Specifically, the ability to communicate effectively in English has become increasingly vital for students to participate more fully in global academic, social, and professional settings. Therefore, it is essential to incorporate sustainable education into English as a Foreign Language (EFL) instruction.

The role of EFL teaching should go beyond mere linguistic features. Modern EFL teachers must consider encompassing values and skills that promote sustainable development, fostering students’ critical thinking about global issues that impact society and evolving the changing educational landscape [3]. This enables EFL educators to consider integrating sustainable education instructions and practices into language education programs to nurture their students’ social and environmental awareness. In other words, the significance of a sustainable EFL teaching and learning process is paramount for EFL learners in the context of sustainable development [4]. This approach is vital in cultivating both students’ language proficiency and sense of global responsibility, aligning with sustainable educational development goals.

In response to this demand, Sustainable Blended Global Discussion (SBGD), proposed by Gayatri et al. (2023), offers practical recommendations for integrating face-to-face and online instructions while incorporating native speakers into discussions on global issues [5]. This method facilitates the practice of the target language in a real-world setting, fostering critical thinking and supporting sustainable EFL teaching.

2. Context of the Study

Considering the significance of incorporating sustainable education into the EFL field, numerous studies have investigated this topic in various educational contexts. For instance, a study analysing the representation of sustainability in English Language Teaching (ELT) resources available on a university’s official website was conducted at the University of Oxford, United Kingdom [6]. In terms of teaching guidance, a framework combining elements of Education for Sustainable Development (ESD) and EFL has been established in Japan [7]. Furthermore, research was conducted to illustrate the concept of sustainability education among EFL instructors and to offer educational systems and policymakers with essential competencies in sustainability education [8]. This thereby enables teachers to assist learners in recognising and understanding the interconnections among sustainability issues, including culture, ecology, economy, power dynamics, and familial contexts [9]. Unfortunately, there is limited research concerning sustainable EFL education in Indonesia, particularly studies that examine a clear implementation of sustainable EFL principles in class.

In the educational context of Indonesia, research on blended learning guidance and practice is limited. However, a recent study by Gayatri et al. (2023) bridges this gap by introducing the Sustainable Blended Global Discussion (SBGD) method [5]. SBGD optimises blended learning by combining classroom and online instruction to foster student discussions on critical global topics, such as climate change, environmental degradation, and social challenges. Leveraging technology and the Internet, SBGD facilitates involvement of native English speakers in online discussions, providing EFL students with authentic communication experiences. Grounded in robust pedagogical theory and adapted to the Indonesian context, SBGD offers an effective method for incorporating sustainability into EFL education and recommends ways of integrating technology in English language programs.

These listed specific aspects embedded in the context of Indonesian higher education are crucial for language teachers in transforming their instructional practices to facilitate students’ language learning outcomes. Nonetheless, as a conceptual study, its effectiveness remains to be empirically validated. Therefore, this paper aims to explore the adaptation of the SBGD method in Indonesian university EFL classes, focusing on the following research questions:

• What are students’ perceptions of SBGD implementation?
• What are the teachers’ perceptions of SBGD implementation?
• How does the SBGD method promote students’ critical thinking and language outcome?

This study was anticipated to explore the implementation of the SBGD method to provide insights for enhancements and to present a clearer approach for EFL practitioners to integrate sustainable development into their EFL teaching. The findings can contribute to the development of a sustainable EFL education model, supported by ICT integration, in alignment with the SDGs.

3. Methods

3.1. Research Design and Theoretical Guide

Adopting SBDG as a theoretical framework, this research used a multiple case study design. Case study research is crucial for a comprehensive examination of participants’ perspectives on the phenomenon within its natural setting [10]. Since a case study enables researchers to empirically and inductively address inquiries regarding contemporary phenomena examined in real-world contexts [11], this design was then chosen to investigate the adaption and implementation of the SBGD method in EFL education in Indonesia. Moreover, since this study was conducted at two institutions, University S and University B, a multiple case study was designed. The research design is recommended by the majority of researchers and academicians due to its ability to analyse data in a variety of situations and circumstances [12]. This study investigated the perspectives of students from University S, majoring in English Language Education, and students from University B, pursuing non-English degrees with English as a mandated subject. This study employed both quantitative and qualitative data, facilitated a comprehensive examination of the SBGD method’s applicability across various educational settings, in this case, English educational and non-English educational majors. It was anticipated that implementing SBGD across disciplines can promote sustainable language education by creating adaptable and scalable language support for students in multiple fields. The emphasis was on assessing the benefits and challenges of the method in the EFL writing classes, as well as to scrutinise students’ perception of the method’s implementation.

3.2. Research Participants

This research involved two groups of participants. Participants from University S were an EFL teacher and twenty-seven (27) students taking an argumentative writing class. The students were English language major students. On the other hand, participants from University B were an EFL teacher and thirty (30) students taking an opinion writing class in English. Students from University B were science students. All students were in their first year of an undergraduate program with an intermediate level of English proficiency. They were chosen based on their participation in the writing course where the SBGD method was applied. In addition, the decision to include both students majoring in English Language Education and those from other disciplines was made to explore the broader applicability and effectiveness of the SBGD method across diverse student backgrounds. At the tertiary level, students in non-English disciplines also study English as a compulsory subject, and there is a high demand for EFL teachers in these disciplines. The shared characteristic among them is that they are all EFL learners. By involving a diverse group of EFL participants, we aimed to assess whether the method could benefit not only future English teachers but also diverse EFL learners, thereby broadening its potential for sustainable EFL education. The expected outcome was to evaluate the method’s impact on students’ perceptions of their English proficiency and critical thinking, regardless of their major.

3.3. Procedure of SBGD

As proposed by Gayatri et al. (2023) [5], the SBGD method combines both face-to-face classroom instructions and online learning. The online learning process involves discussions on the selected topics, such as climate change, poverty, education, etc., to promote sustainable education. During these online discussions, native speaker(s) are invited to join the discussion, enriching students’ learning experiences. The online discussions can take place through various technologies, such as chat features, voice notes, or video conferencing calls. In the context of this research, the SBGD method lasted for one semester. Specifically, the adaptation of the SBGD method in the two research sites is described as follows:

3.3.1. SBGD Guided Preparation

SBGD involves three key different stages for EFL teachers, including preparing for lessons and designing a relevant blended curriculum, engaging students in their class activities, and evaluating learning outcome. Below is a more detailed explanation on how the program was prepared and implemented:

• Stage 1: Seeking a global partner. In the case of seeking a global partner, one of the teachers contacted her teacher friend who lived in an English-speaking country. This native speaker was invited to join the online discussion as a facilitator.
• Stage 2: Ensuring the availability of technology. Since the adaptation of the SBGD method aims to facilitate online learning beyond the classroom, the teacher decided to select the WhatsApp application to enhance the teaching and learning process. This application was chosen due to the participants’ familiarity with its functionality, eliminating the need for extensive explanations. Additionally, WhatsApp offers features such as file sharing and image and video transmission as well as provides a variety of emojis, which are advantageous for conducting online discussions.
• Stage 3: Determining the expected learning outcomes and topic of discussion. Because the SBGD method was planned for implementing in the writing class, the primary objectives of teaching and learning were to enable the students to (1) develop critical thinking skill by analysing issues from multiple perspectives; (2) understand how to structure opinion and argumentative essays, including crafting clear introductions, body paragraphs with logical points and evidence, and cohesive conclusions; (3) effectively conduct research, search examples, and data to support their opinions or arguments, ensuring that their writing is both persuasive and credible; and (4) improve their grammar, punctuation, and sentence structure to enhance the overall quality of writing. In line with the principles of sustainable EFL teaching, the writing topics focused on climate change and other social issues, which were also used as discussion topics.

3.3.2. SBGD Implementation

• Stage 1: Teachers started the class with face-to-face teaching in the classroom, explaining the course outline, including the objective, the blended learning procedures, and the assessment. The topic for writing as well as the online discussion were also introduced in this stage.
• Stage 2: Students worked in group of 4–5 to find resources and information related to the topic as a discussion material. This activity was conducted online and in the classroom setting.
• Stage 3: Students were put into a WhatsApp group with the foreigner (English speaker) and started the discussion related to the given topic.

3.4. Data Collection

On the one hand, the student data were collected through two sets of questionnaires. One questionnaire, comprising 14 closed-ended questions and 1 open-ended question, was developed to explore the students’ perceptions of the implementation of the SBGD method in their learning experiences.

Table 1. Sample of questionnaire items to probe students’ perceptions on SBGD.

Questions	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
I participate more actively in class discussions during SBGD sessions.	1	2	3	4	5
I understand the topic discussed during SBGD sessions.	1	2	3	4	5
I find it easier to remember information when it is discussed during SBGD session.	1	2	3	4	5
I would like the SBGD method to be used in future lessons.	1	2	3	4	5
Please provide any additional comments or suggestions regarding the SBGD teaching method.	………

shows the sample of questionnaire items that was used to probe the students’ perception.

The other questionnaire, consisting of 25 close-ended questions, aimed to assess the students’ critical thinking skills through the implementation of SBGD. It was adapted from the Critical Thinking Questionnaire (CThQ) developed by Kobylarek et al. (2022) [13], chosen for its proven validity and reliability. The questionnaire was adapted and modified to better fit the online discussion context.

Table 2. Sample of questionnaire items to assess students’ critical thinking.

Questions	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
After reading any information, especially during online discussion, I re-check important information, even if it seems to be true.	1	2	3	4	5
I like combining information from different texts for my writing.	1	2	3	4	5
I am willing to share the newly gained information during the online discussion.	1	2	3	4	5
When doing online discussion or writing my essay, I try to use practical examples to justify my stance on the matter.	1	2	3	4	5
I like finding correlations between seemingly different phenomena.	1	2	3	4	5

shows the sample questionnaire items used to assess students’ critical thinking.

On the other hand, follow-up interviews were then conducted with students who were willing to share more information and express their viewpoints. These interviews were carried out in Indonesian, the participants’ native language, to ensure meaningful data without the presence of language barriers. During the interviews, some students occasionally utilised English. The transcripts were translated into English prior to analysis. The interviews with teachers were also conducted to assess the advantages and challenges associated with implementation of the SBGD method. These interviews addressed the teachers’ expectations for program enhancement. The teacher interviews were conducted in English, which was the preferred language of the two head teachers.

3.5. Data Analysis

The quantitative data from the critical thinking questionnaire were analysed by using descriptive statistics. The researchers interpreted the levels of agreement or disagreement across different variables ranging from 1 (strongly disagree) to 5 (strongly agree). The data were calculated and interpreted according to the result guidance to see the critical thinking skills of the students. Additionally, the data from the questionnaire assessing students’ perception on the method were also analysed using descriptive statistics. The mean and standard deviation were calculated to summarise the central tendencies and variability of students’ responses. These analyses allowed for the identification of key trends and patterns in students’ perceptions and facilitated a deeper understanding of their attitudes toward the implemented teaching method.

The qualitative data from open-ended questionnaire and interview were analysed by using thematic analysis. The researcher performed data familiarisation by reading the data many times and performing the coding. In this case, data were analysed by performing the combination of deductive and inductive analysis. After that, the researchers performed the theme development, putting related codes under the same theme. Then, the data were interpreted to answer the research questions.

4. Data Presentation and Results Explanation

To address the first and second research questions related to the perceptions of both teachers and students towards the SBGD method, data from the perception questionnaire and interviews were analysed. The results of the study from each university are presented sequentially to examine the parallels and variations in students’ perceptions, starting with the data analysis from students at University S.

4.1. Result of Students’ Questionnaire

4.1.1. Perception of Students at University S

In general, the overall perception of the SBGD method implementation among students at University S was positive, with a mean score of 4.02 (on a 5-point scale). These data indicate that, despite some variability in specific aspects, students predominantly approved of the adaptation of the SBGD method. A standard deviation of 0.95 suggests that although most students had a positive experience, a few expressed differing or less pleasant opinions. This overall perception reflects a successful program. However, with careful examination of the data, certain aspects require enhancement, particularly in engagement and approach familiarity. Refer to

Table 3. Perception of students from University S.

Variables	Mean	Standard Deviation
Engagement and participation	3.60	1.02
Understanding of the materials	4.12	0.82
English language enhancement	4.19	0.83
Perception on the technology	4.65	0.62
Approach familiarity	3.48	1.09
Program satisfaction	3.80	0.90
Overall perception	4.02	0.95

for a thorough review of the findings.

As could be seen from Table 3, students gave a moderately positive score for their engagement and participation during the implementation of the SBGD method. The mean score of 3.60 indicates that while many students were engaged, others may have encountered difficulties with involvement. The elevated standard deviation of 1.02 also indicates a broad spectrum of experiences. This suggests that the program may not have consistently fostered engagement across all students. In other words, while some students may have been highly involved, others may have been disengaged. This aspect is essential to note, as students’ engagement is crucial for overall student success.

In terms of understanding of the materials and English language enhancement, the students generally noticed a solid comprehension of the material and considered the SBGD method capable of enhancing their English proficiency, with mean scores of 4.12 and 4.19, respectively. These relatively high scores reflect a positive language learning outcome, indicating that the instructional content and methods were effective for most students, provided that they not only comprehended the materials (understanding for meaning) but also perceived an improvement in their linguistic abilities. The standard deviations of 0.82 and 0.83 indicate that most students exhibited comparable levels of comprehension and progress in English, although a minority may have encountered greater difficulties than their friends. The data demonstrate that the learning resources were effectively designed and suitably provided, facilitating students’ academic progress. This finding also represents a significant strength of the method, and future implementation could focus on reinforcing this success.

Regarding the utilisation of technology, that is the WhatsApp application, students demonstrated an exceptionally positive perception of its use in the SBGD method, with the highest mean score of 4.65. These data indicate a strong relationship between the employed technology and the needs of the students. The low standard deviation of 0.62 signifies that most students concurred with the technology’s effectiveness and user-friendliness. These data suggest that the WhatsApp application is a suitable technology that can be used or even further explored to provide a positive online learning experience to students.

In terms of the familiarity to the approach, students demonstrated moderate familiarity by a mean score of 3.48 with the blended learning approach, which involves the participation of a native speaker during the online session. This is also perceived as the lowest mean among the other categories. This score suggests that while certain students were at ease with the teaching approach employed during the SBGD method implementation, others were relatively unfamiliar with the approach. Furthermore, the high standard deviation (1.09) implies a significant degree of variability in the extent to which students adapted to the SBGD method. The teaching method may have been unfamiliar or different from their prior experiences, which could have resulted in potential distress or confusion for certain individuals. These data imply that more comprehensive orientation or support is required to assist students in adjusting to the teaching methods.

Related to personal satisfaction, students expressed a general satisfaction with the method, as evidenced by a mean score of 3.80. This score indicates that, despite the unfamiliarity with the method, most students expressed a pleasant experience, although not completely positive. The standard deviation of 0.90 indicates heterogeneity in satisfaction, suggesting that some students may have experienced lower satisfaction with the program than others. While the method basically met students’ expectations, it would be beneficial to examine specific areas to improve overall satisfaction, such as resolving difficulties linked to approach familiarity or incomplete student engagement (components that are scored lower than others).

In addition to the aforementioned quantitative data, students were requested to provide any ideas that are likely not evaluated in the Likert-scale question. Students were asked for further thoughts concerning the implementation of SBGD. Here are few codes identified during the data analysis process: “native speaker”, “active learning”, “technology usage”, “positive engagement”, “teachers’ less involvement”, etc. Furthermore, two themes were derived from these codes, which were Students’ Satisfaction and Students’ Concern. Refer to

Table 4. The themes coded from the open-ended questionnaire of students from University S.

Students’ Satisfaction	Students’ Concern
Native speaker	Teachers’ less involvement
Active learning	Large class
Technology usage	Anonymous
Positive engagement	Personal preference on teaching method
English skills improvement
Autonomous learning
Expand knowledge
Positive learning experience
Interesting

for more detailed codes.

In general, the majority of students expressed their satisfaction with the implemented method due to positive engagement, utilisation of popular applications, provision of active learning, and encouragement of critical thinking skills. Here are representative citations:

“SBGD provides a vibrant environment where individuals can actively engage, continuously expand their knowledge, and practice speaking with native speakers”.

“I had an extraordinary learning experience with the SBGB method”.

“I like how SBGD approaches students using media that is often used by students, namely WhatsApp and makes it easier for students to give their statements”.

“This method promotes active learning. ……”

“I think SGBD teaching method is very interesting. The organizers made me think about the topics discussed critically but still fun”.

However, in addition to the students’ appreciation of SBGD implementation, there were several concerns regarding the teachers’ insufficient engagement, the method’s incompatibility with students’ characteristics, the absence of visual aids, and lack of students’ participation.

“……I feel there needs to be active involvement of all teaching components (the teaches) in SBGD sessions”.

“The SBGD method is good for some people, but not so good for people who prefer to find their own answers”.

“I think the application of SBGD is good or not depends on each person because not everyone likes online learning through cellphones”.

“Please make any visual/media to support the convo”.

After all, it could be observed that the students’ additional comments regarding the SBGD method align with the findings of the Likert-scale study, signifying the data’s accuracy. Some students perceived an enhancement in their critical thinking skills and participation following the implementation of SBGD. However, this active involvement did not encompass all the students. The students’ participation was unequal throughout the SBGD process, as indicated by the elevated standard deviations and students’ comments. Moreover, some challenges that were conveyed by the students should be addressed to improve the effectiveness of the method.

4.1.2. Perception of Students at University B

Generally, the perceptions of students at University B closely mirror those of students at University S. Students at University B likewise demonstrated a positive attitude towards the SBGD method, with a slightly higher mean of 4.05. The greatest variable among the data from students at University B was the perception of technology (mean 4.28), while the lowest score was recorded for approach familiarity (mean 3.90). Nonetheless, despite the average score being comparable, the standard deviation of data at University B was lower, signifying greater consistency within the dataset. Refer

Table 5. Perception of students from University B.

Variables	Mean	Standard Deviation
Engagement and participation	3.79	0.85
Understanding of the materials	4.12	0.75
English language enhancement	4.10	0.84
Perception on the technology	4.28	0.70
Approach familiarity	3.90	0.76
Program satisfaction	4.03	0.73
Overall perception	4.05	0.78

to gain more detailed information.

As seen in the above table, in terms of engagement and participation, students from University B reported a moderately high level of engagement and participation during the method implementation, with a mean score of 3.79. It indicates that most students felt actively involved in the learning process, while the standard deviation of 0.85 suggests some variation in responses. Although the variation was not as large as in University S, the data indicate that while the majority of students were engaged, a small number of students may have felt less involved. Again, there should be an improvement in this area to make sure of the involvement of all of students during the teaching and learning process.

In terms of understanding of the materials and English language enhancement, the data reveal that students at University B were confident in their comprehension of the materials, with a mean score of 4.12. Additionally, they believed that the method had a positive impact on improving their English language skills, with a mean score of 4.10. These high scores signal that students generally found the SBGD method to be effective in enhancing their comprehension of the subject matter, in particular for climate change and social issues, as well as in enhancing their English language skills. In particular, the standard deviations of 0.75 and 0.84 indicate that the majority of students held a similar level of comprehension and belief regarding SBGD’s contribution to their understanding of the assigned topic and English proficiency.

Following the students’ perception of the impact of SBGD on their English language enhancement, the technology utilised during the SBGD method was perceived positively by students, as evidenced by a mean score of 4.28. Although the score is slightly lower than the technology perception score at University S (M = 4.65), the data from University B exhibit a lower standard deviation (0.70), indicating that the majority of students concurred with the technology’s effectiveness and convenient use. This positive evaluation suggests that the technological tools employed, WhatsApp, were well suited to the students’ needs and enhanced their learning experience.

Moreover, students demonstrated a comparatively high level of familiarity with the teaching approach, as evidenced by their mean score of 3.90. This score is higher than that of University S (3.48), suggesting that students at University B were more at ease with the teaching approach employed. Moderate agreement among students is indicated by the standard deviation of 0.76, with the majority expressing a relatively high level of familiarity with the approach. This higher score may be indicative of prior exposure to similar teaching approaches or fast students’ adaptation toward a new teaching method.

In regards to program satisfaction, the students’ satisfaction with the program was high, with a mean score of 4.03. This score indicates that students were generally pleased with the program, and the standard deviation of 0.73 shows consistent satisfaction among most students. The relatively low variability suggests that the program met the expectations of the majority, with only a few outliers. Compared to University S, students from University B reported slightly higher satisfaction, indicating a successful and fulfilling experience for most participants.

After all, the overall score reflects strong approval from students, with most perceiving the method positively. The standard deviation of 0.78 suggests some variation, though it is relatively small, indicating a general consensus that the SBGD method was effective to support their EFL teaching. Furthermore, the slightly higher score of students at University B than that of University S (4.02) indicates that students from University B had a slightly better impression of the program.

The better impression observed in students at University B who were not majoring in English during the use of the SBGD method may have been due to the nature of the method that requires students to engage in discussion about real-world topics, which relates to global issues such as climate change and social challenges. This may have been perceived as more relevant and motivating by science students who are not concentrating in English. The discussion may have been more engaging for these students because it enabled them to participate in discussions that were related to their educational background. Furthermore, their impression of SBGD was influenced by their familiarity with the approach. Given that the data indicate that they were more acquainted with the blended strategy than students at University S, students from University B’s better impression may have been influenced by the simplicity they experienced when joining the SBGD program.

Alongside the quantitative data, qualitative open-ended feedback was also gathered from students inquiring whether they had any other opinions related to the SBGD method. Since this section was not compulsory, only a few students filled out the open-ended questions. Five codes, as shown in

Table 6. The themes coded from the open-ended questionnaire of students from University B.

Comments	Suggestions
Positive feedback	Content/materials suggestion
English language enhancement	Time
Critical thinking

, were identified in the data analysis: “content suggestions”, “timing concerns”, “positive feedback”, “English language enhancement”, and “critical thinking”. The codes were subsequently categorised under two themes: Comments and Suggestions.

The themes advise that students from University B generally had positive experiences with the SBGD method, notably valuing its innovation and contribution to improving English proficiency, promoting critical thinking, and facilitating the engagement. The following selections reflect these students’ positive feedback:

“Very innovative”

“The SBGD teaching method is very exciting and interactive…”

“This SBGD can increase my critical thinking and writing skill”

“SBGD from WhatsApp has made me show my argument……It’s highly recommended for me, who might be shy to say my opinion”.

There were, however, clear suggestions for improvement, notably with regard to the timing of the discussion and the relevancy of the issue, which could further enhance the effectiveness of the method through future enhancement. For example, the comments are as follows:

“Discussion time should not be at night…”

“It is best to set a time for the discussion so that everyone can participate”

“Hopefully there can be a longer duration…”

“It is best if discussions are held on weekends…”

“I hope that in the future the topics chosen will be social problems…”

As it could be seen from the data, the timing of the discussion becomes the main concern of the students. The online discussion in the SBGD method was conducted asynchronously. It means students could jump in anytime to the group chat. Considering the fact that all members of the online discussion (teachers and students) were busy during the day, the majority of the online discussion took place after the office hours, which was something that some of the students felt to be an unpleasant experience. This also might be the cause of the partial engagement of the students, as night time discussion could be challenging for them. Therefore, it is important to take into consideration the recommendation made by students to schedule a certain time for everyone to gather and discuss, possibly on the weekends. Another aspect to consider in the future implementation of SBGD, based on students’ feedback, is the idea that the teaching and learning process, particularly online discussions, should be extended due to students’ enjoyment during the blended teaching and learning process.

Lastly, although the discussion was intended to encompass climate change and social issues, it was seen that, in contrast to the online discussion at University S, the majority of the conversation at University B predominantly focused on climate change and other scientific disciplines pertaining to sustainable environments. As all participants appeared engaged in that topic, there was no initiation to shift the discussion to social issues, which regrettably led some students to expect unaddressed topics in the future. These data also highlight the necessity for topic diversity during the discussion.

4.2. Result of Students’ Interview

The students were also invited to participate in the interview voluntarily to obtain more perspectives of the SBGD method implementation. In total, five (including two students from University S and three students from University B) participants volunteered to be interviewed. Upon familiarisation with the interview transcripts, several codes emerged, including “exposure to foreigner”, “flexibility”, “engagement”, etc. These codes were then put into the related themes. Under the theme “students’ perception”, the researchers discovered that all interviewed students expressed interest in the SBGD method since the first time they heard about the method and maintained their enthusiasm after actively participating in the online discussion due to the presence of a native speaker. Here are the comments:

“My initial perception of SBGD is (the method) quite interesting because we can have global discussions”.

(Student A, University S)

“It’s interesting for me to practice my English directly from native speaker”

(Student C, University B)

“Very interesting, the SBGD program provides the opportunity to communicate directly with foreigners so I think I will be able to learn and practice English directly in the forum”

(Student D, University B)

In addition to their interest that was triggered by the presence of a native speaker, students also conveyed that the method did not only enhance motivation and engagement but was also considered as flexible and interactive. Students further explained that compared to conventional teaching, SBGD offers flexibility by enabling learning beyond the classroom context. Students also felt that SBGD gave them more freedom to interact with their friends online. The following is a sample of comments that support their viewpoints:

“…expanding horizons, helping to solve problems and make decisions, assisting in learning in a more flexible and interactive way”.

(Student A, University S)

“…SBGD can offer more flexible access to learning compared to the traditional education system…”

(student E, university B).

The obtained data indicate that SBGD not only attracts students’ interest through the participation of native speakers in online discussions but also through the global discussion, which was believed to be able to enhance students’ knowledge. Also, the results indicate that blended learning is perceived as a flexible educational approach that students appreciate. The students’ positive assessment of the SBGD method corresponded with their conviction in improved English proficiency. Students demonstrated considerable enhancement in vocabulary size as they acquired new terms from texts provided by native speakers or their friends via the SBGD approach. Furthermore, acquiring additional vocabulary and extensively reading articles pertaining to global issues were considered supportive factors that enhanced their reading skills. Primarily, in this writing class, students perceived that the discussions and additional learning resources enhanced their writing organisation. Here are some of their remarks:

“Yes, SBGD improved my English skills quite a bit. Because by having global discussions, there will be a lot of new vocabulary that I can get”

(Student A, university S)

“I think this method is able to improve your English language skills, more precisely your writing skills……”

(student B, university S).

“…this also really helps me in learning and improving my reading skills”.

(Student D, University B)

Furthermore, because one of the crucial aims of proposing SBGD is to provide sustainable education in EFL, it was favourable to record that students found the method useful to develop their critical thinking. Since promoting educational sustainability involves passing on knowledge to the next generation regarding global concerns and instructing them on performing personal transformation [14], developing critical thinking could be an indicator of its success. Following the implementation of the SBGD method, students reported that diverse perspectives on certain topics they talked about enhanced their critical thinking skills. During the discussion, students noticed that each individual possessed their own rationale for addressing the given topic. In this context, students had the opportunity to examine diverse perspectives from a native speaker and their peers. Such occurrences made them aware of the necessity of dual perspectives in all cases. Consequently, the discussion process during SBGD heightened their awareness of the necessity to engage in critical thinking regarding any scenarios they encountered. Furthermore, students also learned the significance of evidence in addressing specific topics. They recognised the necessity of evaluating evidence as a reliable source of information and acknowledged the importance of looking closely at the accuracy of any news encountered. Students developed critical thinking skills to verify material, regardless of its apparent validity. Here is a sample of their comments:

“Of course, having lots of opinions can improve and open my thinking, maybe what I initially thought was A could change to B because of another statement, so that when I find lots of opinions, I can consider which one I think is more rational with rational reasons too”.

(Student D, University B)

Nonetheless, the students also found some challenges during the teaching and learning process. Under the theme “challenges”, some codes such as translation delay, large group restriction, time difference, time consuming in research, and dependent student became the concerns of the method. Students conveyed that the flexibility in timing could be challenging when participants did not engage in discussions at the same time. They also expressed a preference for prompt responses once they were actively involved in online discussions. Unfortunately, since other students might go online at different times, students would not receive fast responses and had to wait. The long delay in waiting for the response then might decrease students’ motivation in joining the online discussion. Thus, improving the SBGD method’s performance by planning to have synchronous teaching and learning instead of asynchronous could be reassessed. Here are samples of the students’ comments.

“The difference in time between discussion members is also quite influential, because they have to adjust each other’s time”.

(Student A, University S)

“…It takes time to read several sources before expressing an opinion, whereas there are so many different opinions when I read other sources, that I feel less focused in finding sources of information. When the forum is active then we don’t understand the meaning of a word or sentence and go to have it translated, but after being translated there is the potential to miss the topic of discussion…”

(Student B, University S)

The concerns were consistent with the students’ recommendations for enhancing the method implementation. Under the theme “suggestion”, students proposed smaller group discussions, the implementation of anonymous participation during online discussion, and more active teachers’ engagement.

“……For discussion forum members, perhaps it could be reduced to one group so that everyone can voice their opinions…… Anonymous discussions can be an option so that members’ real identities are not known. Sometimes, people find it difficult to voice their opinions when they are already known to the participants…”

(Student A, University S)

“I hope that if the SBGD method is implemented, all facilitators will be actively involved in the discussion session. So there is no feeling of fear to be active in discussion sessions”

(Student B, University S)

The data mentioned above line up with the findings of the student questionnaire, which suggested the implementation of smaller group discussions to enhance student engagement and recommended more active teachers’ participation. An additional noteworthy suggestion from this interview is to utilise anonymous accounts for global online discussions to improve comfort in language practice throughout online learning. After all, despite the fact that the suggestions from the students were useful, it is essential to investigate the teachers’ perspectives to gain a comprehensive understanding of how the method is adapted in the two universities.

4.3. Results of Teachers’ Interview

Understanding teachers’ perspectives is crucial for examining the effectiveness and practical application of the SBGD method. Teachers, who execute the implementation of the method, significantly influence the learning environment and direct student participation. Therefore, they possess important insights regarding the influence of the method on student participation, learning results, and overall classroom dynamics. By comprehending the teachers’ perspectives, the benefits and drawbacks of the SBGD method may be elucidated and correlated with the students’ overall perceptions to gain a comprehensive understanding for proposing enhancements in future method implementation.

In this study, two teachers, Mr. B from University S and Mrs. I from University B, were interviewed. Following the analysis of the interview transcripts, five themes were identified, including Engagement and Participation, Students’ Performance, Teaching Strategies and Structures, as well as Challenges and Suggestions.

4.3.1. Engagement and Participation

Even though the majority of the students believed that SBGD improved their motivation and participation, the data showed that some students were still less engaged during SBGD implementation. Both Mr. B and Mrs. I observed partial students’ participation during the online discussion of the SBGD method. However, they have different opinions on why not all students actively engage in the online discussion. For Mr. B, some students decided not to actively participate as the online discussions were designed as ungraded activities. This is an extension of the teaching and learning process in the writing class that facilitates students to discuss the issue they have to write in the global discussion. Mr. B believed that without the grading, students will not have any motivation to engage in online discussions.

“Participation among students was still partial. As it was online, it’s only hard to push students’ participation, especially when such forum was designed voluntarily (ungraded activities)”.

(Mr. B, University S)

To address this issue, Mr. B used two strategies, which were mentioning the students’ names in the online group chat and giving more input or providing opinion during the online discussion to trigger the students’ participation. While his thought on the demotivation’s rationales of the students remains questionable, his working strategy to be involved more in the discussion was in line with the expectations of the students from university S, that was to experience more active involvement from the teachers.

On the other hand, Mrs. I thought of different rationales why some of her students were not actively involved in the online discussion.

“Better engagement for some students. Not all join the discussion. Probably because too many students in the group… Sometimes it is too long for students to get response as they come in different time frames”.

(Mrs. I, University B)

Mrs. I stated that students’ lack of engagement was attributable to the too large group discussions. She argued that a large group might discourage students from responding, since they might feel compelled to wait for others to respond. The asynchronous format of the online discussion might enable students to participate at varying times; nevertheless, prolonged delays in receiving responses could diminish the momentum of the conversation, leading to decreased motivation for active engagement.

4.3.2. Students’ Performance

In terms of students’ performance, both teachers agreed that the SBGD method leads to positive learning outcomes, including increased production in English tasks, improved motivation and confidence in using the target language, as well as improved critical thinking.

“Brainstorming from different participants with different backgrounds… sparks something new and critical… Two changes from the students, namely the volume of their works (that means discussion leads to more matters should be included) “

(Mr. B, University S)

“Motivate students to practice the language as they seem to like it to communicate with foreigners… They seem to be more critical as they also present data to support their argument… Building students’ confidence in using the target language” and “Enrich their learning experiences “

(Mrs. I, University B)

The teachers’ observations lined up with the students’ perceptions, indicating that the presence of native speakers enhanced their enthusiasm to study the language and fostered the development of their critical thinking skills. While both students and teachers agreed that SBGD fosters critical thinking, this dimension warrants a more thorough evaluation. Given that critical thinking serves as an essential component of sustainable education, it is imperative to evaluate the extent of students’ critical thinking to probe the success of the method.

4.3.3. Session Structure and Teaching Strategies

Both teachers structured SBGD the same way as it was modeled by Gayatri et al. (2023) [5]. In general, they explained all the rules in the beginning of the session, during the face-to-face teaching and learning process in the classroom. Specifically, during the initial session of the blended learning, Mr. B highlighted the importance of topic selection while introducing the overall procedures of blended learning.

“I’d start the session by addressing the rules and topic… Topic selection can be a very crucial process as it should consider several aspects, like students’ background, interests, updated issues, and relevance”.

(Mr. B, University S)

The highlight of topic selection is crucial, as appropriate topic selection may influence the success of sustainable education. On the other hand, Mrs. I highlighted the presence of the native speaker in her first face-to-face meeting to encourage active participation.

“I invite foreigners to talk about the topic… I encourage students to actively join the online discussion with the foreigner while completing their writing task”.

(Mrs. I, University B)

4.3.4. Challenges and Suggestions

As discussed previously, the students’ partial engagement becomes one of the challenges for SBGD method implementation. However, even further, when the participation was only partial, teachers also found challenges in observing the performance of silent students. The inability to monitor students’ performance made it unclear to probe whether students grasped enough solid information related to the topic for their writing class or not. Thus, Mr. B, in line with the expectations of his students, suggested that teachers should be more active during the online discussion. Interestingly, even though Mrs. I noted different rationales for students’ partial engagement, she also offered the same suggestion for teachers to actively join the discussion to encourage students’ participation.

“Participation among students was still partial… Other issues such as information literacy might also become crucial factors but it’s not easy to observe, especially those who are silent in the forum… Teachers should also be active in giving responses, or more creative to respond as it also serves as prompts for the students”.

(Mr. B, University S)

“Challenges to encourage students to join asynchronously… Sometimes it is too long for students to get response as they come in different time frames… I try to respond to some students’ questions or comments although it was not meant to be something for me. “

(Mrs. I, University B)

In addition to teachers’ active participation, the initiation of smaller group online discussions, as expected by the students, was also anticipated by the teacher. There was also an expectation to have synchronous online learning during SBGD implementation, as well as expectation to receive more support from the institution, particularly in establishing connections or collaborations with native speakers.

“I’m thinking of how to encourage more students to participate. It can be restructuring the class/group into smaller groups so they can engage and focus on specific topics”.

(Mr. B, University S)

“The foreigner could be invited face to face or through video. Make it synchronous… Support in getting connections for learning partners for students… collaboration with foreign universities may help…”

(Mrs. I, University B)

Considering all factors, it can be concluded that both teachers highlighted the necessity of more teachers’ active participation, synchronous engagement, and institutional support to identify a foreign partner for future implementation.

4.4. Students’ Critical Thinking

While critical thinking skills, examined by the students’ reflection and teachers’ observation, have been mentioned many times in the above results of analysis, empirical data to see this cognitive ability remain crucial. Critical thinking is a pivotal indicator of sustainable education. To ascertain the extent to which SBGD effectively encourages critical thinking among EFL learners, this study employed a questionnaire developed by Kobylarek et al. (2022) [13]. The questionnaire, adapted for the present research, assessed students’ critical thinking skills based on their experiences with SBGD. The results of this assessment provide valuable insights into the efficacy of the SBGD method in promoting critical thinking development.

Table 7. Critical thinking of students from University S.

Variables	Mean	Interpretation
Remembering	10.22	average
Understanding	14.29	average
Applying	14.00	average
Analysing	18.55	high
Evaluating	15.25	high
Creating	23.14	high
Critical Thinking	92.07	average

and

Table 8. Critical thinking of students from University B.

Variables	Mean	Interpretation
Remembering	11.43	high
Understanding	14.86	high
Applying	14.96	high
Analysing	19.33	high
Evaluating	15.80	high
Creating	23.70	high
Critical Thinking	96.33	high

present the results of students’ critical thinking from both universities, as evaluated by using the adapted questionnaire.

As shown above, both tables provide an overview of the critical thinking skills of students from the two universities. The six variables (Remembering, Understanding, Applying, Analysing, Evaluating, and Creating) represent different levels of cognitive skills, and the final “Critical Thinking” score reflects the overall ability. The data indicate students from University S had an average overall critical thinking score, with their strengths lying primarily in the higher-order cognitive skills (Analysing, Evaluating, Creating), but their foundational skills (Remembering, Understanding, Applying) remained at an average level. In contrast, students from University B exhibited a high level of critical thinking across all variables, including foundational and higher-order cognitive skills, suggesting stronger performance in critical thinking compared to University S.

5. Discussion and Recommendation

After reviewing and analysing the data, five key research themes emerged for in-depth discussion. These include student engagement and motivation, opportunities and challenges in SBGD implementation, cultural and teacher involvement, anonymity in online discussions, and the efficacy of SBGD in language teaching and learning. These themes highlight both the strengths and areas for improvement in the SBGD method’s implementation across various educational and institutional contexts.

First, this study’s findings reveal that SBGD is constantly regarded as an exemplary method for EFL instruction, irrespective of the location of implementation. The students also possess distinct perspectives regarding the specific activities throughout SBGD. In terms of students’ engagement and participation, it is noted that the presence of native speakers has built students’ motivation in learning English, and it becomes the strength of the method. As foreign language learners, students frequently encounter limited possibilities to utilise the target language in their environment. The EFL context contributes to participants’ diminished enthusiasm for learning English, leading to inadequacies in their second language skills; thus, it is imperative to enhance opportunities for students to engage in English communication with peers, both within and beyond the classroom [15]. Therefore, putting the students into online global discussions is advantageous, as they might practice the target language more, especially with the native speaker(s).

Second, although the strengths and advantages of the method are very obvious, challenges must be mitigated for the successful application of SBGD, such as approach unfamiliarity, time constraints, too large group discussion, and anonymity. Despite the fact that SBGD motivates students and promotes active learning, the students’ involvement was still partial. From the students’ perspective, the limited engagement was attributable to a lack of familiarity with the method. This fact is in line with the previous study, which indicates that participants’ classroom involvement experiences were affected by various elements, namely educational, environmental, and classroom dynamics [16]. However, although students’ discomfort toward new teaching method is acceptable, it does not render the method unsuccessful, especially when the majority of the students appreciate the method. Improvement on this aspect may be needed. Therefore, addressing unfamiliarity with the method, time constraints, and group discussions are important for ensuring the success of the SBGD method to further enhance student participation and learning outcomes.

Third, this study’s results suggest that the unfamiliarity encountered by students may be linked to their expectations for greater teacher involvement during online discussions. This finding aligns with the idea that cultures affect students’ interaction styles, influencing their preferences and behaviours in academic setting [17]. As the theory of cultural dimension explains, there is a correlation between power distance and individual autonomy [18]. Students that embrace large power distance tend to be less independent students [19]. In the case of SBGD, a student conveyed that he/she needs the active involvement of the teacher to fight the fear of joining the discussion. This is in line with a previous study in Asia indicating that the involvement of teachers in the classroom is of utmost importance, and this is heightened in the context of online learning programs [20]. Moreover, the tendency to require the presence of the teachers during the online discussion was approved by both teachers in which it is believed that their involvement in the discussion might encourage students’ participation. The need for teacher involvement, especially in cultures with large power distance, is essential for student comfort and active participation. This also highlights the importance of cultural integration in language teaching and learning.

Fourth, this study suggests that anonymous accounts for the online global conversation could enhance student engagement, as individuals would be able to express their thoughts freely during the online discussion. This is because the Indonesian students were considered as collectivist students [21], and there is a correlation between collectivism and an increase in face concern (saving face), which in turn accelerates online social anxiety [22]. Consequently, this solution can enable students to share thoughts more freely and contribute meaningfully, ultimately enhancing engagement and the method’s effectiveness. Further, synchronous group chats with anonymous accounts may be contemplated, alongside facilitating smaller group discussions whenever possible.

Lastly, related to the method’s efficacy on students’ understanding of the materials as well as students’ English improvement, the data show that the SBGD method was proved to enhance students’ critical thinking skills, improve their English proficiency, and promote sustainable education. Including varied discussion topics and visual aids should better engage class participation and student involvement in the Indonesian classroom context in which the teacher’s explicit instruction and full support are expected to be provided.

This fact is also in line with the previous research that reveals the difficulty of most Indonesian students in engaging with online learning, as only a small percentage were truly autonomous [23]. Thus, as part of the SBGD method, more teacher involvement is needed to reassure the readiness of the students before joining the online global discussion. There should be a smooth transition from face-to-face teaching to online discussion by scaffolding students to explore independent online learning.

6. Conclusions and Future Research

The limitations of this study include a small sample size; therefore, any generalisations of the findings should be made cautiously. Future research should address this limitation by adding a relatively larger sample size, investigating diverse educational settings, and incorporating program adjustments to enhance the efficacy of SBGD. Additionally, future research could explore the impact of the SBGD method on specific aspects of English language proficiency, particularly on writing skills. Objective indicators, such as vocabulary size, vocabulary difficulty, and syntactic complexity, could be compared before and after implementing the method to provide a more comprehensive assessment of its effectiveness.

Despite the limitations, the research results provide supporting evidence that both students and teachers perceive SBGD positively. The findings demonstrate that SBGD possesses significant potential to improve students’ critical thinking and English proficiency, especially through its interactive global discussions with English native speakers. However, several challenges must be addressed for broader implementation, including unfamiliarity with the method, time limitations in asynchronous discussions, and the need for smaller group sizes. The data also suggest that greater teacher involvement, especially during the first and second stages of SBGD, could minimise discomfort and foster greater participation, while using anonymity in online discussions may help students mitigate social anxiety, especially in collectivist cultures like Indonesia.

WhatsApp, the technological tool used in this study, was deemed appropriate for SBGD implementation in class. Considering its effectiveness, its additional features, like voice notes and video calls, might be explored to improve its performance. It is also essential to note that the cultural dimension of the participants, particularly power distance, affects students’ autonomy and engagement. Thus, for SBGD method improvements, a gradual transition should not only cover the shift from face-to-face teaching in the classroom into online learning but also have to present smooth transition on the teachers’ role.

In conclusion, this study is significant in tackling challenges and recommending the SBGD method as a solution for implementing online technologies and digital tools in under-resourced contexts, specifically within Indonesian higher education. The research outputs contribute to the literature on blended teaching, online technologies, and digital tools for enhancing second language education. Additionally, this study offers broader implications for other educational contexts similar to Indonesia.