The Adaption of Sustainable Blended Global Discussion (SBGD) in English as a Foreign Language Teaching and Learning
Round 1
Reviewer 1 Report
Comments and Suggestions for AuthorsThis paper explores the implementation of Sustainable Blended Global Discussion (SBGD) at two Indonesian universities, offering practical insights and critical evidence regarding the efficacy of SBGD in EFL teaching and learning. The article is well written and informative but needs to be revised in the following areas:
1. Introduction
While the concept of SBGD was mentioned in the abstract, the introduction section should provide more background information relevant to this concept and its potential benefits to the broader social context. This may help readers understand your research background and the significance of implementing sustainable EFL education in Indonesia better.
2. Methods
· The method is well designed.
· 3.4 Data Collection (Lines 165-171): “One questionnaire, comprised of 14 closed-ended questions …to better fit the online discussion context”.
Sample questionnaire items can be provided to help the audience understand your research instruments.
3. Data Presentation and Results Explanation
· 4.1 Results of Students’ Questionnaire:
The authors could consider incorporating inferential statistics, such as t-tests, to assess the significance of any observed differences when comparing the two university students’ perceptions of the variables.
The themes coded from open-ended responses in the student questionnaires could be presented in a table to make the results accessible.
· 4.2 Results of Students’ Interview:
The number of direct transcripts from students can be reduced and replaced by
Comments for author File: 
Comments.pdf
This paper explores the implementation of Sustainable Blended Global Discussion (SBGD) at two Indonesian universities, offering practical insights and critical evidence regarding the efficacy of SBGD in EFL teaching and learning. The article is well written and informative but needs to be revised in the following areas:
1. Introduction
While the concept of SBGD was mentioned in the abstract, the introduction section should provide more background information relevant to this concept and its potential benefits to the broader social context. This may help readers understand your research background and the significance of implementing sustainable EFL education in Indonesia better.
2. Methods
· The method is well designed.
· 3.4 Data Collection (Lines 165-171): “One questionnaire, comprised of 14 closed-ended questions …to better fit the online discussion context”.
Sample questionnaire items can be provided to help the audience understand your research instruments.
3. Data Presentation and Results Explanation
· 4.1 Results of Students’ Questionnaire:
The authors could consider incorporating inferential statistics, such as t-tests, to assess the significance of any observed differences when comparing the two university students’ perceptions of the variables.
The themes coded from open-ended responses in the student questionnaires could be presented in a table to make the results accessible.
· 4.2 Results of Students’ Interview:
The number of direct transcripts from students can be reduced and replaced by adding synthesised interpretations of their perceptions of the SBGD method.
Author Response
|
Thank you very much for taking the time and effort to review this manuscript and provide your valuable feedback. Your insights have been instrumental in refining the paper, and we have carefully addressed each of your comments. Please find attached the detailed responses to each point below, along with the corresponding revisions (written in red) in the re-submitted files for clarity.
|
Author Response File: Author Response.pdf
Reviewer 2 Report
Comments and Suggestions for Authors1. A brief summary
The importance of English is growing worldwide; however, research on sustainable English education remains limited in Indonesia. To address this, the author conducted an experiment to test the effectiveness of the Sustainable Blended Global Discussion (SBGD) method, a derivative of a framework proposed in Japan. This method, combining traditional classroom instruction with online learning, was implemented at two universities in Indonesia and is tailored more specifically to Indonesia’s educational needs than conventional sustainable education models. Although the experiment revealed challenges in online learning — such as difficulties with group participation and reduced student motivation in non-graded activities — both students and instructors generally responded positively to the approach.
2. General concept comments
The author examined the effectiveness of the SBGD method through questionnaires and interviews; however, it is also important to assess the extent to which this method improves students’ writing skills. Specifically, comparing objective indicators—such as vocabulary size, vocabulary difficulty, and syntactic complexity in writing—before and after implementing the SBGD method would be beneficial.
3. Specific comments
-3.2 Research Participants (P3)
What is the English proficiency level of the participants?
-3.3 Procedure of SBGD (P3)
How long did the teaching with SBGD last?
What was the reason for including students majoring in English Language Education as well as those who were not as participants, and what were the expected outcomes?
-3.4 Data Collection (P4)
166 implentation→ implementation
167 consiting→ consisting
170 reability→ reliability ?
What questions were presented to the students? Could you please provide specific examples of the questions?
-4.1.2 Results of Students’ at University B
Why did students at University B, who did not major in English, had a more favorable impression of the SBGD method?
-4.4 Students’ Critical Thinking (P14)
What questions were included in the survey designed to assess students’ critical thinking skills?
-References (P17)
Please make sure to mention the references listed in References in the main text as well. For example, references 23 and 24 are not included in the main text.
Author Response
Thank you very much for taking the time and effort to review this manuscript and provide your valuable feedback. Your insights have been instrumental in refining the paper, and we have carefully addressed each of your comments. Please find attached the detailed responses to each point below, along with the corresponding revisions (written in red) in the re-submitted files for clarity.
Author Response File: Author Response.pdf
