Publication: Effects of the Global Englishes-Informed Instruction on Thai University Students’ Attitudes Towards English Language Learning
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Issued Date
2025-01-10
Resource Type
ISSN
19057725
eISSN
29850959
Scopus ID
2-s2.0-85215597312
Journal Title
New English Teacher
Volume
19
Issue
1
Start Page
71
End Page
88
Rights Holder(s)
SCOPUS
Bibliographic Citation
New English Teacher Vol.19 No.1 (2025) , 71-88
Suggested Citation
Sirijanchuen N., Tangkiengsirisin S. Effects of the Global Englishes-Informed Instruction on Thai University Students’ Attitudes Towards English Language Learning. New English Teacher Vol.19 No.1 (2025) , 71-88. 88. Retrieved from: https://hdl.handle.net/20.500.14740/20452
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Abstract
Promoting Global Englishes through multilingual role models can transform English language learning by emphasizing communication and cultural diversity. The aim of this study was to investigate the impact of promoting Global Englishes (GE) language awareness, particularly by highlighting multilingual speakers as role models, on Thai students’ attitudes toward English language learning. The initial teaching intervention involved 40 Thai university students, and data were collected using qualitative research approach through reflective journals and semi-structured interviews. This process led to the identification of nine salient themes, primarily focusing on the study's exploration of attitudes toward diverse English accents within the framework of Global Englishes. It notably highlights participants' reactions to the accents of multilingual speakers. The findings provide a nuanced understanding of Thai students' attitudes towards English language learning, revealing a collective emphasis on the importance of communication overachieving native-like proficiency. These insights contribute to the broader discourse on teaching English in non-native contexts, advocating for a shift from traditional accent reduction pedagogy to promoting communicative competence and accommodating linguistic and cultural diversity.