A Comparative Study of Iranian EFL Teachers and Learners’ Perspectives on World Englishes
Mohsen Alikhani
mohsen.alikhani@uniq.edu.iq
Abstract:
The purpose of this comparative mixed methods research study is twofold. First, explore Iranian EFL teachers and learners’ perspectives on World Englishes (WEs), i.e. varieties of English in different regions of the world. Second, detect EFL teachers and learners’ reasons for their perspectives. In the past studies done on WEs, researchers have failed to comparatively study teachers and learners’ perspectives on WEs. The study, thus, aims to shed more light on the two groups’ perspectives on varieties of WEs. Quantitatively, the study tries to investigate the participants’ preference for native or nonnative varieties and their tendency towards a localized variety of English in the context of Iran. Qualitatively, the study seeks to detect the participants’ reasons for their perspectives. For collecting data, the study draws on quantitative survey questionnaire and then qualitative interview. To this end, the researcher selects 200 EFL teachers and learners, using convenience sampling, to fill the world Englishes survey. Qualitative data are gathered through focus group interviews of 10 participants in order to help explain and also triangulate the initial quantitative results. The analysis of the data is done through t-test and also Kolmogorov-Smirnov test is used for checking the normality of the data. On the basis of the analyses of the survey questionnaire data, the study reveals that neither Iranian EFL teachers nor learners hold a positive perspective on World Englishes in general and Iranian English in particular, that is, they still believe in native English. Regarding teachers and learners’ reasons for their perspectives, two main reasons emerge from content analysis of the interview dialogues. One reason is the importance of originality and prestige that participants attach to native varieties of English, especially American and British English. Another reason is the importance of Iranian identity, i.e. athough Iranian EFL teachers and learners like to speak English like native speakers, they want to be identified as Iranian
