General English Research Articles

English varieties in Thai higher education: Views of international university students across Kachru’s circles

This qualitative study aimed to investigate the perceptions and adaptation strategies of international university students from Kachru’s Inner, Outer, and Expanding Circles regarding English varieties in Thai higher education. For data collection, the study used semi-structured interviews with six students chosen through purposive sampling: one from the Inner Circle, two from the Outer Circle, and three from the Expanding Circle. Qualitative content analysis was used to analyze the data. The research aimed to provide a comprehensive understanding of how these students experience and engage with English varieties within their English programs. The context of globalization and internationalization highlights the growing prevalence of English programs in Thai universities, making it essential to explore how diverse linguistic backgrounds impact students’ learning experiences. The findings reveal that students encounter distinct challenges based on the English varieties, affecting the participants’ academic adaptation and overall engagement. The study underscores the importance of acknowledging and incorporating multiple English varieties into educational practices to support international students better. This research contributes to the broader discourse on Global Englishes (GE) by analyzing qualitative data from interviews, emphasizing the need for inclusive and adaptable pedagogical approaches.

Navigating linguistic ideologies and market dynamics within China’s English language teaching landscape

Abstract This study explores the intricate interplay of linguistic ideologies, market dynamics, and linguistic habitus within the context of English language education in China. Analysis of Chinese English language teachers’ (CELTs) discourse on linguistic insecurity reveals a strong association between accentedness and incompetence, as well as between nativeness and teacher expertise. Despite dissatisfaction with nativeness-oriented criteria prevalent in the field, most CELTs reported experiencing anxiety due to the social stigma surrounding Mandarin-accented English. While certain Inner Circle English varieties are viewed as the most valuable capital, local and other non-Inner Circle varieties are considered the least valuable. Notably, Mandarin-accented English gains higher symbolic value than other perceived nonstandard English varieties beyond the teaching domain. This pricing mechanism within China’s English language teaching (ELT) landscape deviates from the price formation model of world Englishes proposed in previous work, which assigns a greater value to Outer Circle varieties than Expanding Circle varieties. By contextualizing CELTs’ experiences within broader language policies, this study illustrates how national interests, beyond the influence of Inner Circle publishers, intensify native-speakerism in China’s ELT market, thus emphasizing the intricate nature of explaining nuanced pricing patterns in the autonomous market within Expanding Circle contexts.

A bibliometric analysis of World Englishes based on WOS database

ABSTRACT World Englishes (WEs) was introduced to highlight the diverse and multi-polarized development of English. Many studies attempted to establish models or theories of WEs to generalize the global use of English. However, few studies reviewed the development of WEs from the bibliometric perspective, showing its current research status. The present study employed VOSviewer and CitNetExplorer to analyze 644 and 564 articles respectively, which were downloaded from Web of Science from 2013 to 2023. Both quantitative and qualitative research methodologies were utilized. The data revealed the top ten sources, organizations, countries and research hot topics in WEs. Additionally, attitude differences toward various English varieties and the transition from the WEs paradigm to English as a Lingua Franca (ELF) in the 21st century were examined. The findings were conducive to providing an overview of the present WEs research and contributing a bibliometric viewpoint on it, shedding light on future research directions.

Reimagining English Language Teaching in Nepal: Educators' Insights on Paradigm Shifts

The field of language teaching has undergone significant transformations, with advancements reshaping traditional methodologies and incorporating innovative techniques.The present study aimed to explore educators’ insights on a paradigm shift in English Language Teaching (ELT). The researcher adopted interpretivism as a philosophical ontology and subjectivism as an epistemology of the research paradigm as the researcher believes on the multiple views of the respondents. Here, the present research was based on the insights and experiences of secondary-level English teachers. The researcher selected three secondary-level English teachers from Rupandehi district using purposive sampling. Here,he prepared an interview guideline and interviewed the sampled teachers for in-depth information.The results reveal that English Language Teaching (ELT) has shifted from content-focused, authoritarian approaches to more student-centered methods, emphasizing skills such as communication, collaboration, and critical thinking. Teachers now act as facilitators, leading to improvements in classroom management, ICT integration, and continuous assessment.Professional development is prioritized, and new concepts such as 21st-century skills, global Englishes, and technological advancements are shaping the modern ELT.This study highlights key trends in traditional and modern ELT, making it useful for educators seeking to adapt their teaching strategies to current best practices. ELT practitioners, who want to enhance their expertise, can benefit from this study.

Importance of English in Commerce from International Perspective

English is a widely spoken language, which is used in day-to-day transactions in international sphere. Without English international communication can’t happen smoothly and there lies the importance of English. Present research paper will try to understand the importance of English in commerce from international perspective and the solution over the problem where still the knowledge of English is not provided and thereby commercially those people are backward due to barrier of language. Commerce is a very important sector, which deals with monetary transactions, sales and marketing, portfolio investments and all banking transactions. When you think about International Commerce you see the communication is purely business but it involves English extensively. In international transactions English is a barrier to those who don’t know the language and for the people who are fluent in English, for them it is like their mother tongue. English and Commerce are two different sectors, but in international sphere they are interdependent. Mere commercial transactions won’t run successfully if you can’t communicate in English. So, it’s very important that the people who are involved in Commerce sector should have sound knowledge of English and they should fluently able to communicate in English. In this research paper, we will find the difficulties faced by the people involved in commerce sector while dealing with English and will try to find out the solution over this.

The pain, the pedagogy, and the politics of IELTS: a critical autobiographical inquiry

ABSTRACT Language tests, including international high-stakes English proficiency tests widely used around the world, are to be viewed as ideological constructs connected with power relations and center–periphery demarcations at different social levels. In this paper, we examine the International English Language Testing System (IELTS) as an instance of such tests to uncover some of its underlying sociocultural functions. Adopting a critical autobiographical approach that revisits three personal trajectories in relation to each other and in connection with wider contextual dynamics, we reflect on our own lived experiences of engagements with IELTS in various social and institutional settings and in different roles. Each one of us first shared narrative accounts of turning points in our learning, taking, teaching, and using IELTS within the past two decades. Then, we explored these narratives through multiple rounds of reflections and discussions of their common underlying ideas related to the sociocultural functioning of IELTS. Although the narratives presented unique trajectories, three common themes of Pain, Pedagogy, and Politics emerged from our collective analytic reflections. We discuss these themes and how they can problematize different aspects of IELTS from a critical point of view.

Language teachers’ awareness of their accents at a Thai university

Abstract The need to incorporate Global Englishes (GE) awareness and informed practices into English language teaching (ELT) has encouraged practitioners to revisit their language curricula and include Other Englishes in their language teaching practices, impacting how language is taught and learned. The present study explores how five non-native English language teachers at a university in Thailand are aware of and view their accents when speaking English and how such awareness is reflected in their language pedagogy for Global English Language Teaching (GELT). Findings from the in-depth semi-structured individual interviews reveal that participants are aware of their accents and have a favorable disposition toward their own accent, linking it to their heightened sense of linguistic ownership based on their nationality and race. In their pedagogical practices, such awareness enables the participants to innovate their language teaching, giving an important implication in integrating GE awareness and informed practices into ELT. The findings also demonstrate how important teachers’ accents are in encouraging and incorporating GE-informed practices into ELT.

Admissions pathways and international undergraduates’ academic achievement

ABSTRACT Background There are a number of pathways available for international students to gain admission into universities in English-speaking countries. While many international students for whom English is not their first language succeed academically, there is concern that some do not cope with the demands of university which can affect their retention and academic success. This study considers the effects of different admissions pathways on international undergraduate students’ academic success in one New Zealand university. Purpose Findings from the first phase of this research revealed that international students who entered university with the National Certificate of Educational Achievement (NCEA) gained at high school in New Zealand performed significantly worse academically than their peers who entered through three other admissions pathways. This study aimed to ascertain whether there were salient features of students’ prior education and undergraduate experiences which contributed to this outcome. Method In-depth interviews were conducted with nine students who entered a university in New Zealand via two admissions pathways: NCEA or the International English Language Testing System (IELTS). The data generated through these interviews was analysed to enable qualitative comparisons between the two groups. Findings Results suggest that the IELTS group outperformed their NCEA peers due to maturity and prior education in their home countries. While the NCEA students had spent some years at high school in the host country, they did not, in general, demonstrate the same level of academic literacy as their IELTS peers. Conclusion International students’ outcomes appear to differ due to previous educational experiences. Students who enter via NCEA are potentially more likely to need support, as they may still be dealing with language proficiency issues, whereas those who enter via IELTS with prior higher-level education in their home country may be more academically prepared. It is important that institutions promote learning support opportunities for all international students, to ensure they experience a positive social and learning experience, which can ultimately contribute to their retention in learning, and their academic success.

Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

AbstractThis study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language and teaching are in accord with an orientation toward or away from principles of Global Englishes Language Teaching (GELT), we drew on theories of translanguaging space and stance (García, Ibarra Johnson, & Seltzer, 2017; Li, 2011) and the GELT framework (Rose & Galloway, 2019) to examine preservice teachers' experiences in teacher training. Through multimodal conversational analysis of lesson recordings, we found that preservice teachers created translanguaging spaces to utilize different languages in the critical negotiation of pedagogies. In addition, they displayed traslanguaging stance by strategically incorporating multimodal and multicultural resources in microteachings. We also carried out semistructured interviews in which the preservice teachers, influenced by factors such as language ideologies and curriculum design, displayed mixed views toward translanguaging practices in teacher training, and the ELT classroom. By investigating the feasibility of GELT in TESOL teacher training in China, this study emphasizes the need to empower preservice teachers as critical agents in terms of assessment design and curriculum delivery for sustainable Global Englishes‐oriented innovations to occur.

Fitting the mixed Rasch model to the listening comprehension section of the IELTS: Identifying latent class differential item functioning

This study applied the Mixed Rasch Model (MRM) to the listening comprehension section of the International English Language Testing System (IELTS) to detect latent class differential item functioning (DIF) by exploring multiple profiles of second/foreign language listeners. Item responses of 462 examinees to an IELTS listening test were subjected to MRM analysis. Three classes emerged: (1) ‘Medium-level Stimulus Processors’ who can somewhat synchronize top-down and bottom-up processing, handle multitasking to a certain extent, comprehend moderately complex items, and manage input delivered at a relatively fast pace; (2) ‘High-level Stimulus Processors’ who have greater abilities in synchronizing top-down and bottom-up processing, multitasking, understanding complex items, and handling fast delivery input and more paraphrased content; and (3) ‘Low-level Stimulus Processors’ who rely more on bottom-up processing, have limited lexico-grammatical knowledge, struggle with multitasking and complex items, and find fast delivery input and paraphrased content challenging. Differences across the classes were further explained.

Enhancing English Speaking Skills through PowerPoint Presentation Techniques: A Study of EFL Learners

The researcher did a study to investigate the impact of presentation techniques in elevating English-speaking skills among English as a Foreign Language (EFL) learners. This study applied a quantitative approach and employed a structured questionnaire using Likert-Scale items to assess students' perceptions of how the presentation methods impact their speaking abilities. A sample of university EFL learners especially the students in General English class of Elementary and Pre-Intermediate I participated in the study, providing insights into their experiences with presentation-based learning activities. Descriptive and inferential statistical analyses were conducted to evaluate the relationship between using presentation techniques and the perceived improvement in speaking proficiency. The findings reveal that students perceive presentation techniques as significantly beneficial for enhancing their speaking skills and fostering greater engagement and confidence during oral communication tasks. This research highlights the importance of integrating effective presentation methods in EFL instruction to promote learners’ speaking development. It provides recommendations for educators seeking to enhance language acquisition in the classroom.

Pragmatic motivation and willingness to communicate as predictors of L2 pragmatic knowledge

AbstractAlthough language learners' knowledge of second language (L2) speech acts is postulated to be substantially influenced by learner variables, there is little empirical evidence of the influence of pragmatic motivation (PM) and willingness to communicate (WTC). To address this gap, this study sought to investigate the impact of PM and WTC as two important multifaceted learner variables on L2 speech‐act knowledge. The participants included 500 Persian‐speaking learners of English as a foreign language. The researchers developed and validated three instruments for data collection: a multiple‐choice discourse completion task (MDCT) including five common English speech acts, a PM questionnaire, and a WTC questionnaire. Data were collected in two subsequent phases. First, the MDCT was administered, and then the participants filled out the two questionnaires. Data analysis using multiple regression revealed that both PM and WTC significantly predicted L2 speech‐act knowledge. However, PM turned out to be a stronger predictor of this knowledge than WTC. The findings imply that PM and WTC are implicated in L2 pragmatic knowledge and hence language teachers should consider these two variables to help learners enhance their pragmatic acquisition.

Translanguaging as a counterpoint to World Englishes: the case of Kongish

ABSTRACT This article examines the emerging register of Kongish by raising two questions. First, in what ways does Kongish distinguish itself from the longstanding variety of Hong Kong English (HKE)? Second, to what extent might Kongish be used as a test case to interrogate the premises of World (or Asian/Postcolonial) Englishes, in which English is the perennial frame of reference in understanding local Anglophone developments across the globe? Drawing on examples from the Facebook page Kongish Daily and text-based commodities from Hong Kong, the article demonstrates that Kongish is a largely uncodified, intrinsically multimodal, and highly experimental urban dialect-in-writing. It belongs to a different order of things than HKE not merely because of its formal features, but because it articulates a nuanced transcultural sensibility and self-reflexive performativity hitherto unseen. Adopting a translanguaging perspective as a counterpoint to the World Englishes paradigm, the article conceptualises Kongish as a heteroglossic semiotic disposition and a creative sociocultural practice that experiments with flexible, always-evolving forms across languages, modes, and media.

EFL Teachers’ Emotions Toward Online-Merge-Offline Teaching Mode in University

The Online-Merge-Offline (OMO) teaching mode has emerged as a prominent new approach in language education reform with the expansion of online teaching in China. Due to the emotional complexity involved in educational reforms, this study explores the emotions expressed by Chinese EFL teachers in OMO classes, investigates the situational causes, and examines emotion regulation strategies in English Language Teaching. A questionnaire was distributed to 48 Chinese EFL teachers teaching General English (GE) using OMO mode across three normal universities, followed by semi-structured interviews for deeper insights. After collecting and analyzing data from questionnaires and interviews, the findings revealed a spectrum of emotions were experienced by EFL teachers, with positive emotions prevailing, particularly in GE classes. Love, surprise, and joy were prominent across different settings. Situational triggers encompassed classroom dynamics, institutional factors and social influences; reflecting teachers’ beliefs and identities, students’ learning engagement, behavior and academic achievements, colleagues and administrators’ work support and emotional support, policy makers’ reform mandate, and the Confucian heritage cultures. To regulate positive and negative emotions, Chinese EFL teachers primarily employed appraisal, followed by situation modification and selection. This study underscores the importance of emotional awareness for both students’ learning achievement and teachers’ professional development in ELT. It encourages Chinese EFL teachers to recognize the significance of their emotions in teaching effectiveness and offers insights for educators and administrators into supporting teachers’ emotional well-being and professional growth.

The Corrective Feedback in the Students’ Speaking Ability: A Comparative Study

This study investigated whether extensive and comprehensive oral recasting is more effective than explicit correction. The primary focus was on how feedback affects English language learning. Recasts that are intensive are defined as those that receive feedback on a single topic, whereas extensive feedback is defined as errors on multiple subjects and domains. Four groups of ten students each were formed from forty students from a Senior High School. A general English book called Think 4, a storybook, and an English grammar book called Grammar in Use were the study's instruments. In line with the study's aims, they were given feedback that was either explicit or implicit, thorough or in-depth. In accordance with the study's aims, they were given feedback that was either explicit or implicit, long or brief. The findings showed that there wasn't much of a difference between students who got implicit and explicit feedback. Additionally, it was discovered that every technique had the same effect on students' capacity to communicate.

The Notion of English as an International Language in a Selection of Teacher Education Programs in Colombia

English as an International Language (EIL) constitutes a paradigm for the teaching of English from a pluri-centric linguistic, cultural, and pedagogical approach. This article reports on the partial findings of a Comparative Case Study (CCS) conducted to assess the manifestation of the notion of EIL in the curriculum policy documents of a selection of initial teacher education programs in Colombia. Qualitative Content Analysis (QCA) was applied to the curriculum policy documents of three English teacher education programs, and a descriptive account of the contents of these documents is given to support the reported assessment. The analysis revealed that the manifestation of EIL, whenever found, was mostly inferable in the documents of two programs in the functional dimension of EIL and in its dimension of Teacher Education, whereas one program’s document generally did not show manifestation of this paradigm.

World Englishes and L2 pedagogy: Focus on Error Corrections

This paper hopes to identify learning difficulties of students coming from a different variety of World Englishes (WE) in learning English as a second language (ESL) focusing on Hindi English. It examines the implications of Hindi English as a WE variety on language learning and teaching. An analysis of Hindi English (HE) in English language learning is provided to help understanding of multilingual realities of communication towards a contextualization of teaching conventions. For example, what is the stance an ESL instructor might assume while dealing with influences of native language in the English language classroom? How tolerant should instructors be in recognizing “error” in L2 learning? Should ESL teachers adhere to academic rules and conventions from other settings or embrace diverse accents and language needs of ESL students? Finally, the paper proposes a dual scheme of “error correction” and “accommodation” to the way English is taught to students in the outer and expanding circles of English. Following discussions that focus on features of spoken and written English that call for a different treatment of the language skills, and considering L1 interference in L2 learning, the paper suggests that “errors” in Writing need be corrected while “mistakes” in Speaking may be “accommodated”.

An Introduction to Global Englishes

The rationale for the recently established JALT Global Englishes SIG may be unclear and require explanation. To that end, some key relevant areas of debate are introduced that indicate the relevance and importance of the SIG’s interests to teaching: English as a Native Language; English as a Foreign Language; World Englishes; Standard English; English as a (Multi) Lingua Franca; and Teaching English as an International Language. These introductions are provided to show how and why there has been a shift away from English as a Native Language and Standard English towards alternative conceptions of English. Lastly, some of the implications of these debates for teaching are introduced.

A Global approach for English Conversation Schools in Japan: Suggestions for Incorporating Global Englishes and Intercultural Learning into Listening Materials

While efforts to be more global have been implemented in various English teaching contexts in Japan, the eikaiwa industry seems the least likely place for change to take place. This is because native-speakerism remains a major selling point for many English conversation schools in Japan, causing concern that learners are not being adequately prepared to use English for global communication. Therefore, this paper looks at key concepts from Global Englishes and draws on particular aspects of intercultural learning, before making two suggestions about how these concepts can be incorporated. One suggestion, which is top-down from management, is updating the in-house textbooks. The other suggestion, which is bottom-up from teachers, is creating their own materials that use authentic listening from the internet. While it is acknowledged that change may be unlikely to come from management anytime soon, it is felt that teachers should lead the way by making their own materials and sharing them amongst the eikaiwa community.

Identifying common conditions of pregnancy for women, including women from culturally and linguistically diverse backgrounds, at an Australian hospital: A survey

ProblemResearch that explores the prevalence and range of treatments sought for common conditions of pregnancy is limited, particularly for culturally and linguistically diverse (CALD) women. BackgroundDuring pregnancy, physical and psychological conditions affect participation in the home, workplace, and community. However, treatment options may be limited, particularly for CALD women. AimTo establish the prevalence of physical and psychological conditions experienced during pregnancy, and ascertain treatments options sought by women attending a hospital in a multicultural area of Sydney (Australia), including medical, allied health and complementary medicines. MethodsA cross-sectional survey of pregnant women attending an outpatient antenatal clinic (July-December 2019). The survey was conducted in the most common language groups, English, Arabic and traditional Chinese (inclusive of Cantonese and Mandarin). Univariate and bivariate analysis was conducted. FindingsA total of 154 women participated. CALD women most frequently reported lower-back pain (41.5 %), constipation (34 %), nausea (28 %), and anxiety (7.5 %) . English-speaking women reported lower-back pain (43.5 %), difficulty sleeping (37 %), severe tiredness (35 %), and anxiety (15.8 %), and were more likely to seek treatment (p < 0.01). Practitioners most consulted were massage therapists, physiotherapists, community nurses and counsellors. Doctors were least consulted overall. ConclusionsPregnant women most commonly reported lower-back pain, however conditions were reported and treated less frequently by CALD women, including psychological conditions. It is vital that women can access hospital-based treatment for common physical and psychological conditions of pregnancy. The implication for clinicians is to establish routine asking, adequate care provision and referral to culturally safe and appropriate services.