A Study on the Relation Between Intelligibility and Attitudes

Exploring Efl Students’ Awareness of the Differences Between American and British Varieties

“…Several studies have been conducted to explore English varieties used both American English and British English in different context (Ali et al, 2020;Anwar & Qureshi, 2019;Audriyan & Putri, 2021;Baratta & Halenko, 2022;Boonsuk et al, 2021;Carrie & McKenzie, 2018;Chung & Miki Bong, 2019;Chvala, 2020;DaCosta & Arias, 2021;Dirgeyasa, 2015;Eriksson, 2019;Fares, 2019;Gunawan & Aminah, 2020;Hadjoudji, 2019;Han, 2019;Hermini, 2019;Kiavar & Yaghoubi-Notash, 2019;Leemann et al, 2018;Passakornkarn & Vibulphol, 2020;Raihan, 2021;Rezaei et al, 2019;Serrarens, 2017;Toscu, 2019;Yaman, 2015). In Indonesian context, there are several studies have conducted regarding students' awareness of the differences between the American and British English, a study from Gunawan & Aminah (2020) they found that although the students have demonstrated a greater level of mastery of American and British English, they still have trouble telling the two forms apart and frequently utilize both varieties.…”

Experiences of non-North American teachers of English in American English-dominant Korean ELT

“…According to the Korean immigration code, only NESTs from English as a native language (ENL) countries (designated as the US, the UK, Canada, Australia, New Zealand, Ireland and South Africa) are eligible to work as English teachers in Korea (Howard, 2019; Kang, 2010). Among these nationalities, approximately three-fourths of all NESTs are from the US and Canada (Chung & Bong, 2019; Hong, 2010), and non-North American teachers are often considered second tier in Korean ELT (Strother, 2015), indicating that they are likely to experience challenges in positioning themselves in relation to their status as teachers of English. This study is an investigation of how non-North American NESTs perceive American English dominance and how that dominance affects their experiences in Korean ELT.…”