EFL TEACHERS’ ROLES IN MEDIATING ETHICAL DISCOURSES ON ASSESSMENT IN INDONESIAN PRIVATE UNIVERSITIES
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This study explores how Indonesian national and institutional policies shape EFL (English as a foreign language) teachers’ roles in mediating ethical discourses on assessment practices in private universities. Using Foucauldian discourse analysis, this paper analysed how the national and institutional English Language Education policies frame EFL teachers’ roles in terms of who the agents in assessment are, what the perceived ethical duties are, and what standards are taken into consideration in assessment processes and practices. The findings demonstrate how EFL teachers are expected to be ethical guides, foregrounding institutional social and religious values. Findings also reveal the various roles framing teachers as assessment designers, communicative assessors, assessment motivators, data analysts and student surveillants. Specifically, this study examines how assessment policies frame teachers as responsible subjects to enact assessment mechanisms ethically and perform accountability through data and monitoring. This paper argues that tensions can emerge when ethical expectations are outlined without professional resources to support teachers.
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