Sustainable Usage of English: Students' Attitudes to English Varieties
Saved in:
| Title: | Sustainable Usage of English: Students' Attitudes to English Varieties |
|---|---|
| Language: | English |
| Authors: | Jonathan R. White (ORCID |
| Source: | The EUROCALL Review. 2025 32(1):4-17. |
| Availability: | European Association for Computer-Assisted Language Learning (EUROCALL). EUROCALL Headquarters, School of Modern Languages, University of Ulster, Cromore Road, Coleraine BT52 1SA, Northern Ireland, UK. Tel: +34-67-943-1283; Web site: http://www.eurocall-languages.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Foreign Countries, English (Second Language), Standard Spoken Usage, Language Attitudes, Language Variation, Influence of Technology, Internet, Language Role, Sustainable Development, Context Effect |
| Geographic Terms: | Sweden |
| ISSN: | 1695-2618 |
| Abstract: | This article discusses the controversial issue of which variety of English learners and instructors should use. The United Nations' Sustainable Development Goal 4, Target 4.7 states that learners need knowledge to promote peace and cultural diversity. It is argued here that a broad awareness of English varieties is a way to achieve this goal, and that the use of English in online environments can contribute towards its attainment. Two surveys were carried out to investigate how attitudes to varieties of English and to non-standard linguistic norms are changing. They were sent to students of English on online courses at a Swedish university in 2018-2019 and 2019-2021, and were responded to by 100 and 92 informants, respectively. The first survey demonstrated that the informants did indeed have a less strict view of which variety of English to learn and use, while the second survey demonstrated that features such as the omission of subjects, and informal spellings such as "yeah" appear to have become standardised and acceptable in all environments. These results appear to support what has been discussed in the literature, namely, that the use of English online is leading learners to review their beliefs and adopt a less strict view of varieties and norms. Thus, it is argued that online English usage can contribute towards the achievement of Sustainable Development Goal 4, Target 4.7, cultural diversity and an awareness of the multifaceted dimensions of a global language in the 21st century. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490479 |
| Database: | ERIC |
| Abstract: | This article discusses the controversial issue of which variety of English learners and instructors should use. The United Nations' Sustainable Development Goal 4, Target 4.7 states that learners need knowledge to promote peace and cultural diversity. It is argued here that a broad awareness of English varieties is a way to achieve this goal, and that the use of English in online environments can contribute towards its attainment. Two surveys were carried out to investigate how attitudes to varieties of English and to non-standard linguistic norms are changing. They were sent to students of English on online courses at a Swedish university in 2018-2019 and 2019-2021, and were responded to by 100 and 92 informants, respectively. The first survey demonstrated that the informants did indeed have a less strict view of which variety of English to learn and use, while the second survey demonstrated that features such as the omission of subjects, and informal spellings such as "yeah" appear to have become standardised and acceptable in all environments. These results appear to support what has been discussed in the literature, namely, that the use of English online is leading learners to review their beliefs and adopt a less strict view of varieties and norms. Thus, it is argued that online English usage can contribute towards the achievement of Sustainable Development Goal 4, Target 4.7, cultural diversity and an awareness of the multifaceted dimensions of a global language in the 21st century. |
|---|---|
| ISSN: | 1695-2618 |
