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Students’ Perceptions and Attitudes toward World Englishes Paradigm

Paper · 2023 · Sri Imelwaty, Yulistia Rahmi Putri and Sesmiyanti

Summary

The study examines how future English teachers in Indonesia, an Expanding Circle country in Kachru's three-circle model, view different varieties of English and whether they would accept them in teaching. Earlier work rarely covered Indonesian pre-service teachers. The authors ran a qualitative case study with 20 students in a TEFL course at a university in West Sumatra.

First, participants took a Verbal Guise Test. They listened to six short recordings from the Global Englishes website, with two speakers from each circle, and guessed each speaker's country, or at least the region. The ten top scorers were then interviewed with open-ended questions, and the transcripts were coded thematically.

Indian English was the easiest variety to recognise, which students linked to exposure through social media. Australian English was the hardest to understand. In academic work, students still treat American and British English as the standard, mirroring how they were taught. Outside class, most were open to other varieties, and many felt Indonesian English could build confidence. The authors argue for bringing World Englishes into teacher education and school curricula.

Key points

  • The participants were 20 pre-service English teachers (3 male, 17 female). Data were collected between 9 and 23 May 2023.
  • The stimuli were about 12 minutes of audio, roughly 2 minutes per speaker, taken from Heath Rose's Global Englishes site. The speakers came from the UK and Australia (Inner Circle), India and Malaysia (Outer Circle), and Indonesia and Korea (Expanding Circle). The recordings were chosen to be similar in length and difficulty.
  • The Verbal Guise Test design was borrowed from Lee (2016). Afterwards, 10 high scorers gave semi-structured interviews of 10–20 minutes each, totalling 2 h 43 min of audio.
  • The analysis used thematic coding following Saldaña, at three levels: lexical, thematic and discursive.
  • 7 of the 10 interviewees (70%) supported using World Englishes in EFL classrooms. The authors explain the lasting preference for Inner Circle English through the "apprenticeship of observation" effect: teachers tend to teach the way they themselves were taught.

Interesting ideas

  • I1. Stimuli from every category were matched on length and difficulty, so differences in responses reflect the variety itself rather than how hard the clip was.
  • I2. When a listener could not name a country, they could fall back to naming a region or continent, which allows graded partial credit instead of a plain right/wrong.
  • I3. A cheap screening test was given to everyone, and only the strongest performers went on to costly in-depth interviews, which focused expensive effort where the signal was richest.
  • I4. The same transcripts were coded at three separate levels (word, theme, discourse), and the links between levels were then analysed.
  • I5. The paper separates recognising a variety from understanding it: Indian English was easiest to identify, while Australian English was hardest to comprehend.

For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

  • I1 (learn): Build dialect- and genre-sliced evaluation sets with matched sentence length and complexity, so that parser score gaps can be attributed to the variety and not to harder inputs.
  • I2 (answer): Let readers answer at a coarser ontology level when unsure (e.g., "a bird" instead of "a crow"), and score such answers as partially correct rather than wrong.
  • I3 (learn): Run fast witness-parser agreement over the whole corpus, and send only the selected informative sentences to the expensive LLM teacher tiers.
  • I4 (frames): Keep lexical cues, frame-level roles and discourse-level speech acts as separate but linked annotation layers, so each pragmatic conclusion can be traced back to its lexical evidence.
  • I5 (tokens): Track "variety identification" and "analysis quality" as separate metrics, since knowing that text is non-standard does not mean the tokenizer and tagger handle it well.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

 Institutions

Also on the byline: Universitas PGRI Sumatera Barat.

 Fields, topics and concepts

📚 Shelves 2The field of science this work belongs to (OpenAlex fields).Arts and Humanities · 16,039 worksLanguage and Linguistics · 15,891 works

🧭 Topics 1Research subjects and languages the work is about.English · 2,263 works

Cite

Cite as Sri Imelwaty, Yulistia Rahmi Putri and Sesmiyanti. 2023. Students’ Perceptions and Attitudes toward World Englishes Paradigm. Journal of English Education and Teaching 7.

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.33369/jeet.7.4.956-968

@article{imelwaty2023students,
  title = {{Students’ Perceptions and Attitudes toward World Englishes Paradigm}},
  author = {Sri Imelwaty, Yulistia Rahmi Putri and Sesmiyanti},
  journal = {Journal of English Education and Teaching 7},
  year = {2023},
  doi = {10.33369/jeet.7.4.956-968},
  url = {https://doi.org/10.33369/jeet.7.4.956-968}
}

References

20 references, 0 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

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