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University Lecturers and a Doctoral Student Learn from Each Other: A Transnational Critical Friendship

Some teaching evaluation mechanisms might fail to guide university lecturers on what they should do to perform better with their teaching practices. Often, the lecturers also have so many things to do that they barely have time to sit down, catch their breath, and reflect on what transpires inside their classrooms. In response, a critical friendship (CF) or a collaboration that encourages reciprocal and non-judgmental discussion and reflection to enhance the quality of teaching and learning might be a support system for the lecturers, specifically in the current instructional adjustment period from face-to-face (f2f) to online learning. My study reports on a CF involving three American lecturers (as observed teachers) and an Indonesian doctoral student (as a critical friend and a classroom observer) at a state university in the United States reflecting on teaching and learning activities in a f2f English teaching and an online synchronous English writing classroom. The cross-case data analysis results appear to show that the CF, in various ways, has the potentials to help the university lecturers and the critical friend in their teaching development in both classroom settings.