Perceptions towards English as an International Language: A Study of International Students at a Thai University

Abstract

Background and Objectives: Amid the backdrop of globalization, English has become an international language that people use for various purposes in multilingual and multicultural communication. In teaching practices, British and American English are traditionally recognized as the target models. However, these models have incurred broad criticism for failing to guarantee effective communication. Thus, many studies have been done to investigate students’ perceptions towards English as an international language (EIL). However, limited research has been conducted among international students. Therefore, the present study aims to investigate the perceptions of international students at a Thai university towards EIL, and to uncover the reasons underlying their perceptions. Methodology: This study employed a mixed methods research design to fulfill its research objectives, incorporating both quantitative and qualitative data. To capture international students’ perceptions towards EIL, a questionnaire was used. A total of 98 international students were initially recruited, but only 83 questionnaires were valid. To unveil the reasons underlying their perceptions, a semi-structured interview was carried out, involving a purposive selection of six international students. The questionnaire data were analyzed using statistical software to calculate the mean, standard deviation, and frequency of each item of the questionnaire. Content analysis was employed to analyze the interviews. Main Results: Based on the analysis of the five components of EIL perceptions (cultural realism, linguistic and cultural disposition, ownership of English, EIL posture, and localization), the findings revealed that international students held positive perceptions about EIL. Concerning cultural realism, the majority of international students were willing to learn from different cultures when learning English. In terms of linguistic and cultural disposition, international students possessed disputable views towards cultural homogenization and heterogenization. Regarding ownership of English, most international students believed that English belongs to all the users who speak the language, not only native speakers. From the aspect of EIL posture, they recognized the important roles that the English language plays in the world. As for localization, they regarded English as a means to present their own cultures and identities to others in the world. The underlying reasons are that English is a universal language and its users are all from different cultures, and that mutual intelligibility is key for international communication. Discussions: This study underscores international students’ willingness and desire to embrace different varieties of English and enhance their global cultural awareness, and it highlights the significance of incorporating cultural elements into English language education. Compared to previous studies, international students in this study demonstrate a much greater awareness of EIL due to their overseas learning experiences. Conclusions: Some pedagogical implications are resultant from this research. English teaching materials should not only be western-culture-oriented but should include a multiplicity of cultures. Different varieties of English should be acceptable in the evaluation and assessment process in the English classroom, and content should be given priority over grammar.