All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

Investigation of the&nbsp;nexus between the&nbsp;beliefs of teachers and learners&nbsp;about English as an&nbsp;International Language&nbsp;(EIL)&nbsp;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.&nbsp;The study suggests the prioritization of native varieties by teachers and learners, which runs counter to the established EIL paradigm.

ltrq.2025.52.04.pdf

Original Research 

ltrq.2025.52.04.xml

Pedagogy of English as an International Language and the Social Attractiveness and Comprehensibility of English Varieties: Nexus Between Teacher and Learner Beliefs