Pedagogy of English as an International Language and the Social Attractiveness and Comprehensibility of English Varieties: Nexus between Teacher and Learner Beliefs
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| Title: | Pedagogy of English as an International Language and the Social Attractiveness and Comprehensibility of English Varieties: Nexus between Teacher and Learner Beliefs |
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| Language: | English |
| Authors: | Hossein Ali Manzouri (ORCID |
| Source: | Language Teaching Research Quarterly. 2025 52:66-86. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Foreign Countries, Language Teachers, English (Second Language), Adult Students, Teacher Attitudes, Student Attitudes, Beliefs, North American English, Language Variation, Dialects |
| Geographic Terms: | Iran |
| ISSN: | 2667-6753 |
| Abstract: | Investigating the nexus between the teachers' and learners' beliefs about English as an International Language (EIL) and the social attractiveness and comprehensibility of English varieties can provide insights into effective EIL pedagogy. To this end, the present study examined the beliefs of teachers and learners about teaching English as an International Language (EIL) and the social attractiveness and comprehensibility of English varieties. The first phase investigated participants' beliefs about English varieties and teaching EIL. Questionnaire data from 505 nonnative teachers and learners and follow-up interviews indicated that while teachers legitimized all intelligible varieties of English, learners did not assign legitimacy to nonnative varieties. However, both groups agreed that only native varieties should be used for language instruction. In the second phase, findings from a Verbal Guise Test (VGT) revealed that teachers and learners rated American and British English relatively higher than nonnative varieties in terms of both comprehensibility and social attractiveness. The study suggests the teachers' and learners' prioritization of native varieties, which runs counter to the established EIL theoretical foundations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494806 |
| Database: | ERIC |
| Abstract: | Investigating the nexus between the teachers' and learners' beliefs about English as an International Language (EIL) and the social attractiveness and comprehensibility of English varieties can provide insights into effective EIL pedagogy. To this end, the present study examined the beliefs of teachers and learners about teaching English as an International Language (EIL) and the social attractiveness and comprehensibility of English varieties. The first phase investigated participants' beliefs about English varieties and teaching EIL. Questionnaire data from 505 nonnative teachers and learners and follow-up interviews indicated that while teachers legitimized all intelligible varieties of English, learners did not assign legitimacy to nonnative varieties. However, both groups agreed that only native varieties should be used for language instruction. In the second phase, findings from a Verbal Guise Test (VGT) revealed that teachers and learners rated American and British English relatively higher than nonnative varieties in terms of both comprehensibility and social attractiveness. The study suggests the teachers' and learners' prioritization of native varieties, which runs counter to the established EIL theoretical foundations. |
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| ISSN: | 2667-6753 |
