From Classroom to the Real World: A Comparative Study of Perspectives on Language Diversity of English-Major Students and Pre-Service English Teachers
Rutthaphak Huttayavilaiphan – Rungaroon Injai
DOI: 10.18355/XL.2025.18.04.14
Abstract
This study investigates the evolving perceptions of English language diversity among Thai university students, specifically comparing English-major undergraduates and pre-service English teachers. Grounded in the frameworks of World Englishes (WEs), English as a Lingua Franca (ELF), and Transformative Learning Theory, the research explores how attitudes toward native-speaker norms shift when learners are exposed to theoretical knowledge and real-world experience. Using a mixed-methods design, 305 participants undertook a 16-week WEs course followed by internships or teaching practicums. Quantitative findings revealed significant improvements in participants’ acceptance of English varieties and confidence in using and teaching English beyond native-like standards. Qualitative data, gathered from interviews, journals, and observations, highlighted reflective transformation and pedagogical adaptations, though some students retained a preference for native norms. The study underscores the value of integrating WEs/ELF content into teacher education curricula, supported by structured reflection and contextual application. It calls for systemic reform to decolonize ELT practices and align policies with the multilingual realities of English use. By bridging academic learning with practical exposure, the findings offer a model for cultivating inclusive, confident English educators and users who are prepared to engage effectively in globalized, linguistically diverse environments.
Key words: World Englishes, English as a lingua franca, language attitudes, teacher education, reflective practice
Pages: 202-224
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