Aug 2026· Studies in Linguistics, Culture and FLT· 0 citations· 37 references
Abstract
The purpose of this paper is to increase the awareness of the implication of World Englishes (WEs) for classroom practices and teacher training program policy. The researchers employed a phenomenological approach using semi-structured interviews. All participants defined English not as their native language. This research was a small-scale study involving ten participants from both outer and expanding circle countries with heterogenous educational and professional backgrounds. The originality of this research lies in the phenomenological lens used to explore how individuals from diverse educational and professional backgrounds use WEs in real-life communication. Rather than approaching English from a theoretical perspective, this study anchors its findings in personal narratives, highlighting the shift from traditional, standardized notions of English toward a more inclusive and global understanding of language. The results emphasized inclusivity of Word Englishes, limitations, and the relationship among participants’ voices. In addition, it suggested that textbooks and teaching materials should incorporate different varieties of Englishes. Teachers should present English as a flexible and multicultural tool emphasizing clear communication. Meanwhile, pre-service and in-service teachers training should include sociolinguistic education on global English diversity. This study’s findings have implications for classroom practices in terms of curriculum development and materials, teaching approaches or pedagogy, and teacher training policy.
This qualitative phenomenological study examined how English functions as a barrier to teachers’ participation in academic research and how that experience contributes to research stigma. Guided by Linguistic Hegemony Theory and Sociocultural Theory, the inquiry focused on the linguistic, structural, syntactic, psychological, and institutional dimensions of research writing and presentation in English. Fifteen teachers from the San Juan West and East sub-offices in San Juan, Batangas were purposively selected based on prior participation in research initiatives and experience with school- or classroom-based research. Data were generated through semistructured, in-depth interviews and analyzed using Colaizzi’s seven-step descriptive phenomenological method. Four interrelated themes emerged: English as a psychological and linguistic barrier; linguistic, structural, and syntactic challenges in academic writing; adaptive coping strategies in academic writing; and promoting an inclusive research culture. Participants described anxiety, fear of grammatical errors, difficulty selecting academic vocabulary, sentencelevel and discourse-level problems, uncertainty in organizing ideas, and hesitation toward research presentation and publication. They responded through outlining, reading scholarly articles, peer feedback, writing practice, and appropriate digital language tools. Participants further emphasized the need for academic-writing workshops, mentoring, language assistance, and a school culture that evaluates research primarily for the quality and relevance of ideas rather than English accuracy alone. The study generated the Teacher Research Empowerment Program (TREP), a three-day academic-writing and research-confidence intervention with year-round mentoring intended to reduce research stigma and strengthen teacher participation in research.
Marie-Mar Parole-Endrinal· QualiSearch Journal of Educa...· 0 citations
This phenomenological study explored the lived experiences and perceptions of college students regarding English language learning in a Philippine higher education institution. Specifically, it examined students' views, emotional experiences, and insights to better understand the factors influencing their English language development. A qualitative phenomenological research design was employed, involving ten purposively selected college students enrolled in Purposive Communication during the 2023–2024 academic year. Data were gathered through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns and meanings across participants' narratives. The findings revealed that students perceived English as an essential tool for personal growth, career advancement, and effective communication despite experiencing limited language exposure, vocabulary deficiencies, and difficulties in speaking and writing. Participants also described emotional challenges, including anxiety, fear of negative evaluation, lack of confidence, and disappointment, particularly during oral communication and classroom presentations. At the same time, they expressed gratitude for supportive teachers and peers and demonstrated strong motivation to improve their language proficiency. Furthermore, students emphasized the importance of collaborative learning, practical language-learning strategies, emotional resilience, and self-compassion in overcoming learning difficulties. The study concludes that English language learning is a multidimensional process shaped by cognitive, emotional, and social factors rather than linguistic competence alone. These findings highlight the need for learner-centered instructional approaches that integrate academic support with affective development to enhance students' confidence and communication skills. The study contributes to the growing body of qualitative research on English language learning by providing context-specific insights that may inform curriculum development, instructional practices, and future research aimed at fostering holistic language education in higher education institutions.
Francis Leonard Abellana, Sheryl Laine C. Namocot· Psychology and Education: A...· 0 citations
This paper explores Japanese undergraduate students’ self-perceptions of their English learning experiences within the context of ongoing internationalisation endeavours and the expansion of English language instruction in Japan’s schools and higher education. Drawing on survey data from two universities, the study examines undergraduate students’ experiences of learning English at both pre-tertiary and tertiary levels, as well as their understandings of and sense of connection to Global Englishes. Findings indicate that students’ awareness of the pluricentric nature of English sat in tension with entrenched native-speakerist proficiency benchmarks. Furthermore, the paper discusses how survey respondents navigated their discursive positioning as Japanese nationals, English language users, global citizens, and the nation’s future workforce in relation to their recent English language learning experiences. This study aims to contribute to current debates concerning English learners’ experiences in Japanese universities by augmenting student voice, highlighting the need for further pedagogical engagement with students as on-the-ground curriculum actors in higher education.
N. Jacobs, Michiko Weinmann· TESOL in Context· 0 citations
This study explores English language ideologies among discipline-specific lecturers at a regional campus of a public university in central Thailand. Through semi-structured interviews with 24 lecturers from various fields, including science and technology, engineering, agricultural sciences, business, and social sciences, this research examines how these lecturers perceive English in their teaching and professional practices. The findings reveal that lecturers engage in patterned but uneven negotiation of English use across different contexts. In high-stakes situations shaped by institutional constraints—proficiency requirements, graduation benchmarks, and employment demands—they adhere to native-speaker standards, reflecting both neoliberal commodification of English as measurable human capital and native-speakerism ideologies. Conversely, in professional communication among colleagues, they adopt flexible practices of English as a lingua franca where mutual understanding is prioritized and institutional native-speaker ideologies are irrelevant. This study also demonstrates that awareness of English diversity is more likely to emerge from real-life exposure to multilingual communication than formal training. However, this awareness is insufficient to challenge institutional constraints that privilege native-speaker standards. This research sheds light on how lecturers negotiate between institutional constraints and communicative realities in uneven ways, offering implications for Global Englishes implementation within and beyond English language classrooms.
Orathai Chaiya Jarunthawatchai, Wisut Jarunthawatchai, W. Baker· Reflections· 0 citations
UK higher education has become increasingly multilingual, with English used through diverse accents, repertoires, and interactional norms. Although UK universities are not EMI contexts in the same policy sense as English-medium programmes in non-English-dominant systems, English still mediates teaching, assessment, supervision, group work, feedback, and everyday academic participation. This study examined the orientations of postgraduate students’ orientations toward Global Englishes and explored how these orientations related to perceived communication challenges, adaptation strategies, institutional support, and participation in internationalised UK university settings. The study used a sequential explanatory mixed-methods design, combining an online survey with interviews and focus groups. Participants strongly endorsed the legitimacy of diverse Englishes and prioritised intelligibility over native-like norms. At the same time, they reported recurring difficulties with accent comprehension, idioms, humour, culturally embedded references, seminar turn-taking, indirect feedback, and discipline-specific terminology. Qualitative accounts showed that students managed these difficulties through clarification requests, paraphrasing, advance preparation, peer support, recap practices, and written channels. The findings indicate that Global Englishes-friendly orientations helped students negotiate meaning but did not remove the local academic and institutional demands of postgraduate participation. The study contributes empirical evidence on how postgraduate students from Asia negotiate English diversity in UK higher education. It shows that communication support needs to address both student strategies and the institutional conditions that make participation more transparent.
Unknown authors· Journal of Intercultural Com...· 0 citations
This phenomenological inquiry explored the lived experiences of eight purposively selected Humanities and Social Sciences (HUMSS) Senior High School students at Barayong National High School regarding the role of English-language media in shaping their communication skills. Grounded in Mayer’s (2021) Cognitive Theory of Multimedia Learning and Paivio’s Dual Coding Theory (Clark & Paivio, 1991), the study analysed experiences and perceptions collected through semi-structured interviews. The thematic analysis revealed four major themes detailing the students’ linguistic journeys: Students’ Exposure to English-Language Media, Students’ Encounters Using English-Language Media, Perceived Influence of English-Language Media on Communication Skills, and the Meaning of Students’ Experiences with English-Language Media. The findings demonstrate that digital media platforms serve as powerful, autonomous ‘edutainment’ tools through which students transition from deductive rule memorisation to organic syntactic and phonic internalisation. While navigating cognitive-linguistic barriers such as unfamiliar vocabulary and sophisticated accents, learners adapted through contextual decoding, subtitle scaffolds, and strategic accent mimicry. Consequently, continuous media integration implicitly sharpens conversational fluency, structural accuracy, and semantic differentiation while simultaneously alleviating communicative anxiety and building classroom confidence. Ultimately, HUMSS students ascribe deep existential value to media immersion, viewing it as a vital form of cultural capital and a strategic asset for academic excellence, critical media literacy against misinformation, and long-term global career mobility. Based on these insights, it is recommended that language educators systematically incorporate authentic multimodal media content into formal curricula and that school administrators expand digital infrastructure to optimise self-directed, twenty-first-century communicative competence.
Jeorge Vincent T. Calabroso, Crisan C. Cenita, Daylyn Mae Villamor et al.· Asian Journal of Education a...· 0 citations