دانشگاه ارومیه

 آمار

تعداد نشریات14
تعداد شماره‌ها212
تعداد مقالات2,005
تعداد مشاهده مقاله3,506,137
تعداد دریافت فایل اصل مقاله2,833,781
Tran, Tan, Mai, Van, Do, Khoa. (1405). Informal Exposure and Global Englishes Awareness: A Sequential Mixed-Methods Study of Vietnamese Pre-Service Teachers. پژوهش های میوه کاری, 14(3 (Special Issue)), 169-193. doi: 10.30466/ijltr.2026.57673.3493
Tan Thanh Tran; Van Ngoc Tuong Mai; Khoa Do. "Informal Exposure and Global Englishes Awareness: A Sequential Mixed-Methods Study of Vietnamese Pre-Service Teachers". پژوهش های میوه کاری, 14, 3 (Special Issue), 1405, 169-193. doi: 10.30466/ijltr.2026.57673.3493
Tran, Tan, Mai, Van, Do, Khoa. (1405). 'Informal Exposure and Global Englishes Awareness: A Sequential Mixed-Methods Study of Vietnamese Pre-Service Teachers', پژوهش های میوه کاری, 14(3 (Special Issue)), pp. 169-193. doi: 10.30466/ijltr.2026.57673.3493
Tran, Tan, Mai, Van, Do, Khoa. Informal Exposure and Global Englishes Awareness: A Sequential Mixed-Methods Study of Vietnamese Pre-Service Teachers. پژوهش های میوه کاری, 1405; 14(3 (Special Issue)): 169-193. doi: 10.30466/ijltr.2026.57673.3493

Informal Exposure and Global Englishes Awareness: A Sequential Mixed-Methods Study of Vietnamese Pre-Service Teachers

Iranian Journal of Language Teaching Research
دوره 14، 3 (Special Issue)، بهمن 2026، صفحه 169-193    اصل مقاله (2.27 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2026.57673.3493
نویسندگان
Tan Thanh Tran1؛ Van Ngoc Tuong Mai* 1؛ Khoa Do2
1Faculty of Foreign Languages, Ho Chi Minh City Open University, Vietnam
2University of Warwick, United Kingdom
چکیده
English increasingly circulates across diverse linguistic contexts, yet little is known about how informal exposure relates to pre-service teachers’ Global Englishes (GE) awareness. This sequential explanatory mixed-methods study examined survey data from 271 third- and fourth-year students across seven Vietnamese universities using Spearman correlations and Kruskal–Wallis tests; nine follow-up interviews were analysed thematically. Participants reported frequent exposure through digital media, employment, and intercultural communication, although British and American English remained dominant. Exposure correlated positively with acceptance of local English (rₛ = 0.524), acceptance of other Englishes (rₛ = 0.384), confidence in English as a lingua franca (ELF) communication (rₛ = 0.637), ELF communication intention (rₛ = 0.567), and willingness to incorporate Global Englishes Language Teaching (rₛ = 0.429), but not with lower native-speakerism (rₛ = 0.015). Profile comparisons showed the same pattern. Interviews indicated that interactive, socially embedded encounters strengthened communicative confidence and acceptance of variation, whereas textbooks, assessment, employment practices, and stakeholder expectations preserved the authority of British and American norms. These findings reveal bounded pluralism: informal exposure was linked more readily to communicative openness and pedagogical willingness than to transformed language ideology. Teacher education should therefore combine diverse encounters with critical reflection and practical support for GE-informed pedagogy.
کلیدواژه‌ها
global Englishes؛ global Englishes language teaching؛ informal exposure؛ pre-service teachers؛ Vietnam
آمار
تعداد مشاهده مقاله: 2
تعداد دریافت فایل اصل مقاله: 2