University students’ perceptions of English as an International Language (EIL) in Taiwan and South Korea

Lee, Ju Seong; Hsieh, Jun Chen

doi:10.1080/01434632.2018.1438448

Cited by 31 publications

(41 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It fulfilled learners' need and offered better understanding of English varieties and dialects (Mai, 2016). In line with this, Lee and Chen Hsieh (2018) suggest that English varieties suited EFL learners to communicate effectively and confidently with foreigners. Consequently, those findings are related with Anchimbe (2009) and McKay (2018).…”

Section: Introductionsupporting

confidence: 56%

Exploring Learning Experience in Shaping Teachers’ Beliefs in the Light of EIL in ELT Context

Khairunnisa¹

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

View full text Add to dashboard Cite

English as an international language (EIL) calls for a paradigm shift from teaching Standard English to teaching EIL that recognizes English varieties and promoting source culture as a suitable basis for EFL learners rather than rely on Standard English norms. Many studies have portrayed teachers' beliefs and practice concerning English as an international language in an educational setting; little has been made to study the variable that influences teachers' beliefs and their teaching practice. Qualitatively analyzed, this study examined learning experience domestically and overseas in shaping teachers' beliefs regarding EIL by senior high school English teachers in Indonesia. The observation and interview were employed to assess two dimensions of EIL (i.e. beliefs and pedagogy). Results indicated that teachers' learning experience seemed to have less effect on shaping teachers' beliefs and its practice in the light of EIL. Standard English and cultural content from the West were highly prevalent to be taught in the classroom. Nonetheless, the participants agreed that EIL is fundamental due to its flexibility in modifying linguistic norms to establish mutual linguistic understanding. The author proposes EIL-sensitive teacher training to the teachers in order to make them aware of English varieties and local culture as well as to make them play an active role in designing and implementing teaching, learning theories and materials based on EIL.

show abstract

Section: Introductionsupporting

confidence: 56%

Exploring Learning Experience in Shaping Teachers’ Beliefs in the Light of EIL in ELT Context

Khairunnisa¹

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

View full text Add to dashboard Cite

show abstract

“…Previous studies have found that younger generations play a pivotal role in introducing English into a local speech community (Lee & Hsieh, 2018; Tatsioka, 2008). Tatsioka (2008) reported that younger members of a community regard English loanwords as a sign of modernisation and therefore have more positive attitudes toward them than do their elders.…”

Section: Younger Generations’ Attitudes Toward the Spread Of Englishmentioning

confidence: 99%

“…Tatsioka (2008) reported that younger members of a community regard English loanwords as a sign of modernisation and therefore have more positive attitudes toward them than do their elders. This may be the case because young adults in English as a foreign language contexts are extensively exposed to English in popular music, social media, and educational settings (Hilgendorf, 2007; Lee & Hsieh, 2018; Tatsioka, 2008). Therefore, this study selected Korean university students between 19 and 25 years of age based on the assumption that this age group is most likely to provide measurable effects in relation to the spread of ENBs into the Korean speech community.…”

Section: Younger Generations’ Attitudes Toward the Spread Of Englishmentioning

confidence: 99%

“…In previous research on speakers’ attitudes toward their local variety of English, the results for cognitive and behavioural components of attitude have been mixed. Lee and Hsieh (2018) reported that Taiwanese and Korean ELF university students exhibited positive attitudes toward their local varieties of English, arguing for the young adults’ perceived ownership of English. In research on Hong Kong university students’ use of English as a lingua franca, Sung (2016) found that the participants accepted the legitimacy of their local variety of English; however, they were hesitant to use it in communication with native speakers due to their perceptions of low self-efficacy in their Hong Kong accents.…”

Section: Younger Generations’ Attitudes Toward the Spread Of Englishmentioning

confidence: 99%

“…First, while previous studies have identified similar incongruities among the three different components of attitude, little research has sought to explain the mechanism governing the extent to which speakers' cognitive and affective attitudes are consistent with their behavioural attitudes. Second, more research is necessary to determine if factors other than belief and attitude may predict behaviour to adopt the local variety of English when previous research detects a loose connection between these three attitudinal components (Ahn, 2014;Lee & Hsieh, 2018;Sung, 2016). To fill these gaps, we used Ajzen's (1991Ajzen's ( , 2011 TPB as a theoretical framework because it not only provides an integrative model for a sequential pathway from belief to attitude to actual behaviour but also suggests different factors of behavioural intention, such as attitude, subjective norm, and perceived behavioural control.…”

Section: Younger Generations' Attitudes Toward the Spread Of Englishmentioning

confidence: 99%

See 2 more Smart Citations

Modelling beliefs, attitudes, and behaviours regarding the spread of English

Lee¹,

Choe²

2019

English Today

View full text Add to dashboard Cite

Attitudes toward the global spread of English have been one of the major issues in research on the development of world Englishes. Because language attitudes construct an invisible language policy that influences the use of English in a local speech community (Curdt–Christiansen, 2009), many studies addressing the spread of English into non-English contexts have focused on the attitudes of diverse English users toward their local variety and other varieties of English (Ahn, 2014; He & Li, 2009; Wang & Gao, 2015). However, among the core components of language attitudes, that is, the cognitive component (i.e., belief system), affective component (i.e., attitudinal system), and behavioural component (i.e., behavioural intention), little research attention has been paid to the behavioural component other than by Ahn (2014), even though non-native speakers’ actual use of their local English is the process by which English spreads into non-English-speaking communities. Thus it is necessary to explore the factors influencing the speakers’ behaviours while using the local variety of English. In addition, previous research has not identified the mechanism by which the speakers’ beliefs and attitudes have influence their actual behavioural intentions in relation to their attitudes toward their own English. For example, Ahn (2014) reported that whereas Korean English teachers expressed positive attitudes toward Korean English, they were hesitant in their behavioural intentions to use it as a teaching model. However, this study did not deeply address associations among beliefs, attitudes, and actual behaviours in relation to the use of Korean English. In response to this gap, the present study provides an integrated framework for investigating the spread of English into local speech communities by modelling diverse factors of individual speakers’ decision-making processes in adopting the local variety of English.

show abstract

Pronunciation Teaching in EFL K–12 Settings

Tergujeff

2022

Second Language Pronunciation

View full text Add to dashboard Cite

University students’ perceptions of English as an International Language (EIL) in Taiwan and South Korea

Cited by 31 publications

References 40 publications

Exploring Learning Experience in Shaping Teachers’ Beliefs in the Light of EIL in ELT Context

Exploring Learning Experience in Shaping Teachers’ Beliefs in the Light of EIL in ELT Context

Modelling beliefs, attitudes, and behaviours regarding the spread of English

Pronunciation Teaching in EFL K–12 Settings

Contact Info

Product

Resources

About