Broadening learners' perspectives on World Englishes: a classroom-based study

Abstract

This study explored Korean university students' beliefs and perspectives on different English varieties, and their transformation in learner perceptions with respect to English learning, diversity in the English language, and learning of different English varieties over the course of a semester. On two occasions, Korean university students (N = 127) who were enrolled in different sections of a required English-language course completed a questionnaire evaluating different accented English speech samples (American, Indian, Italian, and Korean) and another questionnaire pertaining to learner beliefs about English learning and perceptions and learning of different English varieties. Results of the accent evaluation show that despite no significant difference in the level of message comprehension, the Korean students demonstrated favourable attitudes towards the varieties of their compatriots and of the American English speaker of English over the Indian and Italian speakers. Results of the perception questionnaire administered twice in the semester show positive changes in learner beliefs about English learning and perceptions of different English varieties. Commentary data provide additional insights into the learners' attitudinal changes as a result of the semester-long instruction. Pedagogical implications are discussed with respect to broadening learners' perspectives on the English language and its use around the world.