Has English been increasingly tested as an international language? Evidence from 1956–2016

The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language

“…First, Korean EFL students who scored higher on TOEIC had more positive perceptions of other varieties of English and considered themselves more competent in using strategies for cross-cultural communication. It seems that TOEIC test takers were exposed to several English accents-although admittedly still limited to inner circle varieties of English-through test preparation materials (e.g., TOEIC practice books published by ETS), private TOEIC preparation programs, and actual tests, which may have helped increase their EIL perceptions (Hong et al, 2017;Jee & Kim, 2013;Kang et al, 2019;Ke, 2019;Kubota, 2011). This result is also congruent with previous studies, which have shown that EFL students' exposure to distinct varieties of English is positively related to their perceptions of English varieties (Ates et al, 2015;Galloway & Rose, 2013;Ke & Cahyani, 2014;Ke & Suzuki, 2011;Sung, 2018).…”

“…ETS has constantly worked to integrate EIL perspectives into international English tests, such as TOEIC, by adding different accents (e.g., American, Australian, British, and Canadian) to the listening tests (Choi, 2008;Kang et al, 2019;Ke, 2019) and fund research projects on the effect of diverse English accents on listening test scores (Major, Fitzmaurice, Bunta, & Balasubramanian, 2002Kang et al, 2019; also see Elder & Harding, 2008). The current ETS official home page also asserts that people who take TOEIC tests can demonstrate "[their] English communication skills needed in today's global workplace ... organizations can be confident they are using a test that measures a range of skills relevant and necessary for success in global workplace communications" (ETS, 2018c).…”

“…Nonetheless, two benefits of TOEIC pertaining to EIL perceptions seem plausible based on previous studies. First, English learners who study with TOEIC preparation materials can become massively exposed to diverse English accents-though still limited to inner circle varieties (e.g., English being used as the native language; Kachru, 1985)which could lead to becoming more open-minded about different English accents and speakers (Choi, 2008;Ke, 2019). In addition, TOEIC test takers intensively prepare for this high-stakes English test using technology in informal settings (e.g., IDLE) in order to obtain higher scores (ETS, 2018a;Hong, Kim, & Bae, 2017;In'nami & Koizumi, 2017;Jee & Kim, 2013;Lee, 2019;Tagashira et al, 2010).…”

“…Literature indicates that contemporary EFL learners are increasingly interacting with diverse English users in IDLE settings (Chen, 2012;Lee & Lee, 2019b). Additionally, major test developers, such as ETS, have recently integrated EIL perspectives into high-stakes international English tests (e.g., TOEIC) by including Australian and British accents to the listening tests (Kang et al, 2019;Ke, 2019). Furthermore, in several EFL countries TOEIC scores, along with English productive skills, are generally indicative of one's global mindset as well as skillful use of cross-cultural communication strategies (Oliveri & Tannenbaum, 2017).…”

Analysis of Taiwan’s English Curriculum and Teaching Materials from the Perspective of English as a Lingua Franca

“…Instead of communication, the approach to literacy skills in the material is preparing students for entrance examinations, which positions English as a foreign language (Ke, 2019;Yu, 2019). In consonance with the publisher's emphasis on the contribution of native English writers, of the 12 intensive reading selections, 8 are original works of native English writers, 2 are adopted from the original works of American authors, 1 is coauthored by Taiwanese and NES ELT professionals, and only 1 is independently written by a Taiwanese writer.…”