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Article published In: Journal of Asian Pacific Communication
Vol. 35:1 (2025) ► pp.87–105

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From awareness to action

Implementing global Englishes pedagogies in Thai ELT classrooms

ORCiD logo with link | Mahasarakham University
Published online: 30 June 2025
DOI logo with link
https://doi.org/10.1075/japc.00114.amb
Abstract
Global Englishes pedagogies challenge traditional English language teaching norms by promoting awareness of diverse English varieties and their communicative legitimacy. This study examines how four English lecturers at Thai universities integrate GE-awareness tasks into their classrooms, highlighting pedagogical strategies and implementation challenges. Through qualitative content analysis of lecturer interviews, three themes emerged: (1) GE-awareness task design, which includes classroom-campus bonding activities, GE-informed video analysis, and student-led discussions; (2) challenges in implementing GE pedagogies, such as institutional constraints, student resistance, and assessment misalignment; and (3) perceived impact on student learning, revealing improvements in students’ linguistic awareness, communicative confidence, and adaptability in multilingual interactions. Findings underscore the urgent need for ELT curriculum reforms to align with the realities of English as a global lingua franca. The study’s implications extend beyond Thailand, offering valuable insights for EFL educators worldwide seeking to foster inclusive and effective English communication skills in diverse sociolinguistic contexts.
Article outline
  • 1.Introduction
  • 2.Related studies
    • 2.1ELT ideology in Thailand
    • 2.2Global Englishes Language Teaching in ELT
  • 3.Methodology
    • 3.1Participants and setting
    • 3.2Data collection
    • 3.3Data analysis
  • 4.Findings and discussion
    • 4.1GE-awareness task design
      • Classroom-campus bonding
      • GE-informed video analysis
      • GE-informed presentations and discussions
    • 4.2Challenges in implementing GE pedagogies
      • Institutional resistance
      • Student attitudes toward non-native varieties
      • Assessment constraints
    • Perceived impact on student learning
      • Increased awareness of English diversity
      • Enhanced communicative confidence
  • 5.Conclusion
  • References
References (44)
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Sanoh, Musa & Eric A. Ambele
2025. Global Englishes in Thai higher education: navigating linguistic preferences and academic integration of international mobile students. Asian Englishes ► pp. 1 ff. DOI logo

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