An Exploratory Study of Thai University Students’ Understanding of World Englishes

Saengboon, Saksit

doi:10.5539/elt.v8n11p131

Cited by 16 publications

(11 citation statements)

References 23 publications

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“…Reference [9] contends "World English paradigm has attempted to liberate English from the ownership of NESs and their corresponding norms, supporting the ownership of it by its all users all around the world." It is in line with Ref [10] in which states that World Englishes focuses on the roles of English users who respects the different accent of English. Besides, the emergence of World Englishes in TED-ED videos, it indicates that the students are tried to understand the different accent of English except English and British accent.…”

Section: Ted-ed Promotes World Englishessupporting

confidence: 84%

TED-ED for Autonomous Listener:

Anggraeni¹,

Indriani²

2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

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In the era of Education 4.0, it is important to use the development of information and technology in English language learning especially in listening class. There are many ways to support the success of Education 4.0 in listening class. One of the ways to support it is by using TED-ED videos in listening class. TED-ED is a website that provides full of educational videos which are essential for the students to be autonomous learners in this case they are going to be autonomous listeners. Regarding to this phenomenon, it is important to conduct the study on it. Therefore, the aims of the study are to discover the core of using TED-ED, to expose the reasons of applying TED-ED, and to explore the ways of implementing TED-ED for autonomous listeners. The research method used in this study is a case study. The participants of this study are the students and lecturer of Listening 1 classes. Listening 1 is one of listening compulsory subjects in English Education Study Program of Faculty of Education and Teachers Training at Universitas Tidar (UNTIDAR). The instruments of data collection are observation and interview. The finding shows that there are three core activities of using TED-ED in promoting autonomous listeners, five reasons of applying TED-ED for autonomous listeners, and four ways of implementing TED-ED for autonomous listeners.

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Section: Ted-ed Promotes World Englishessupporting

confidence: 84%

TED-ED for Autonomous Listener:

Anggraeni¹,

Indriani²

2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

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“…In regard to the participants’ preference for a native-speaker model, particularly, American English, for English language learning, previous research yielded similar findings (Hu, 2004, 2005; Lee and Green, 2016; Munro, 1996; Saengboon, 2015; Seunghee, 2001). This may be due to the conventional mindset about standard English nurtured by aspects of a given sociocultural milieu, such as the views of important others, social values, and the answers considered correct in standardized tests.…”

Section: Resultsmentioning

confidence: 61%

“…There is an extensive body of literature on attitudes towards English diversity, although most of the studies in this area focus on learners’ preferred English varieties and models for learning (e.g. Hu, 2004, 2005; Lee and Green, 2016; Munro, 1996; Saengboon, 2015; Seunghee, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Attitudes towards English Diversity of Students in the International College and the Non-IC Programmes at a University in Taiwan

Wang

2017

RELC Journal

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As English is a lingua franca that has developed along many different pathways with the result that numerous varieties continue to evolve, effective communication requires mutual adjustment and understanding. A considerable body of research on English diversity is focussed on attitudes towards the sociolinguistic reality of English and interactional features in lingua franca contexts. However, very little research has been conducted on the attitudes towards English diversity of students in international education (IE) settings in which adjustment and acceptance are important to communication at all levels. Indeed no research has been done on comparing attitudes of IE settings’ local students and those of non-IE students. The purpose of this study is to address this gap in the literature. In this study the participants comprised international students and local Taiwanese students at a university where an international environment has been created via an international college offering degree programmes with English used as the instructional medium and the intercultural means of communication. The study results shed light on how international education of this nature may impact the views of and attitudes towards the sociolinguistic reality of English today.

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“…The data reported in this study were obtained by using a set of open-ended questionnaires. The questionnaire was adapted and developed based on Saengboon (2015) and Arrieta (2017).…”

Section: Methodsmentioning

confidence: 99%

“It is Confusing to Use More than One Accent in the Class”: Exploring Teachers’ Perception Toward World Englishes in Listening Class

Ramadhani¹,

Kurniawan²

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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The increasing number of non-native English speakers has caused an inevitable effect which is the emergence of English varieties. Accordingly, English does not belong to one specific country. Thus, the ownership of English belongs to those who speak it. However, teaching English in Indonesia has been based on an exonormative norm that views ideal English is only from native varieties. Consequently, it is challenging to delve into teachers' views about exposing different English varieties to the students. Therefore, this qualitative study aims at investigating teachers' perceptions towards incorporating World Englishes (WEs) into a listening class. This study intends to picture how teachers perceive the diverse English varieties and the awareness of using the varieties as materials in the listening class. An openended questionnaire was distributed to five teachers and it was analyzed by coding. The findings revealed that most of the teachers used American and British English as target models. The main reason was the accessibility of finding the sources. However, the teachers accepted that other varieties could be also used as exposures of English. Exposing students to diverse varieties also influenced students in intercultural communication.

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An Exploratory Study of Thai University Students’ Understanding of World Englishes

Cited by 16 publications

References 23 publications

TED-ED for Autonomous Listener:

TED-ED for Autonomous Listener:

Attitudes towards English Diversity of Students in the International College and the Non-IC Programmes at a University in Taiwan

“It is Confusing to Use More than One Accent in the Class”: Exploring Teachers’ Perception Toward World Englishes in Listening Class

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