Impact of a Thematic Writing and Communication Course on Students Perception of World Englishes

Abstract

A study conducted at Lahore University of Management Sciences (LUMS) assessed the impact of a Writing and Communication (WnC) course titled Genesis of World Englishes on first-year students perceptions of World Englishes, specifically focusing on comprehensibility, intelligibility, and accentedness. The sample consisted of 48 students and the study examined changes in their attitudes before and after the course to gauge the effectiveness of the intervention, with a particular emphasis on gender differences in perceptions. It delves into the significance of comprehensibility, intelligibility, and accentedness, considering accentedness as a hindering factor for Non-Native Speakers (NNS). The findings revealed significant improvements in students' acceptance of diverse English accents following the course, supported by statistical analyses demonstrating positive changes. Initial gender-based disparities in perceptions were also observed to diminish post-intervention, highlighting the role of the course in promoting equality. The study suggests that targeted educational interventions can play a crucial role in fostering inclusive attitudes toward linguistic diversity, urging policymakers to consider curriculum reforms that integrate such courses to create more accepting educational environments. These insights advocate for embracing diverse accents, aiming to reduce biases and enhance communication among speakers of different English varieties in academic settings. It also encourages communication among interlocutors of various accents in ESL and EFL academic settings to occur without the perception of reducing students' accentedness to achieve a native-like accent. Instead, ESL and EFL students should improve only those segments of their pronunciation which decrease their intelligibility and comprehensibility. The findings emphasize the significance of developing gender-sensitive approaches to ensure equitable learning outcomes. Future studies should expand sample sizes and diversify participants to explore the long-term impacts of these educational strategies further, refining language education policies and teaching pedagogy to better support diversity and inclusivity.