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This study examines Thai university studentsʼ attitudes toward Global Englishes and compares them across gender, years of study, and fields of study. Using an online quantitative survey of 1,399 students from 10 Bangkok-area universities, the research identifies key factors shaping perceptions of English varieties and ownership, informing GE-aligned general English course 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2025, 22‒51  \nEnglish Language Teaching in the Modern Globalized World: Thai L2 Learnersʼ Views on Global Englishes  \nApaporn Puchpana and Krich Rajprasitb *  \na Srinakharinwirot University, Bangkok, Thailand b Srinakharinwirot University, Bangkok, Thailand  \n*[Corresponding author: krich@g. swu. ac. th](Corresponding author: krich@g. swu. ac. th)  \n\n| Article information |  |\n| --- | --- |\n| Abstract | As a global language, English plays a dominant role in various fields such as international business, politics, diplomacy, and education. Even so, the ideology of native-speakerism remains prevalent in some ELT communities, especially in expandingcircle countries where native-speakers are treated as role models. To respond to calls for change in the current ELT community, the present study explored Thai university studentsʼ attitudes toward Global Englishes (GE) and compared these attitudes across sociocultural factors (i. e. , gender, years of study, and fields of study) in order to inform the design and development of general English courses that promote the GE paradigm. The study utilized a quantitative research approach through an online survey distributed to 1,399 students enrolled in general English courses at 10 universities located in Bangkok and its surrounding areas. The study yielded insights into Thai university students' perceptions regarding the varieties and ownership of English, revealing significant factors influencing these perceptions, particularly their fields of study, and highlighting directions for developing GE-informed general English courses aligned with those perceptions. |\n| Keywords | Varieties of English, ownership of English, Global Englishes, Global Englishes for Language Teaching, general English\u003Cbr>courses |\n| APA citation: | Punchpan, A. , & Rajprasit, K. (2025) . English language teaching in the modern globalized world: Thai L2 learnersʼ views on Global Englishes. PASAA Journal, 71, 22‒51. |\n\n1. Introduction  \nThe dominance of English at the international level is the result of several factors, including historical colonialism, todayʼs increased global mobility and migration, economics, education, arts and culture, and modern media. The  \nE-ISSN: 2287-0024  \nlanguage has become an integral part of wider communication globally and is inextricably linked to the concepts of culture-freeness, universality, and neutrality in a repertoire of sociolinguistic settings. In this regard, the language is no longer dominated by the communities of native or L1 users of English. However, it is shared with large numbers of non-native or L2 users of English who also belong to the English-speaking community (Colmenero & Lasagabaster, 2020) . Still, many users of English believe that good English, as a vital tool for successful communication, can only be achieved by speaking and writing grammatically correct English and that educated L1 users of English are the model for good English. This belief is tied to the conventions of so-called standard English, such as the Kingʼs English or BBC English (Mauranen, 2012) . However, it is also argued today that such a belief about good English may not be reasonable for the L2 users and that the use of good English (either speaking or writing) is ensured when the speakers can successfully exchange their communicative messages with eachother, using plain and intelligible English (Karakaş, 2017) .  \nIn Thailand, there are increasing interactions between Thai users of English and L2 users of English from other countries, particularly in the ASEAN region, and especially connected to economic activities, such as international tourism, business, and academic linkages. However, among Thai users, an idealistic model persists in the belief that only L1 users of English are good users, leading to themisconception that only British and American English are correct. This perception is especially prevalent in the classroom, where the superiori","cbCail7D32iFevAq","https://ap.wps.com/l/cbCail7D32iFevAq","pdf",271833,"English","# Introduction\n## Global Englishes in a modern globalized world\n## Native-speakerism and standard English ideology\n## Thai context and classroom perceptions\n## Research gap and study aim\n# Literature Review\n## Global Englishes and the Global Englishes Language Teaching Framework\n### Global Englishes","[{\"question\":\"What does the study investigate about Thai university students?\",\"answer\":\"It explores studentsʼ attitudes toward Global Englishes, including their perceptions of different varieties and ownership of English, and how these relate to English language teaching.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"The study used a quantitative online survey with 1,399 students enrolled in general English courses at 10 universities in Bangkok and nearby areas.\"},{\"question\":\"Which factors were used to compare studentsʼ attitudes?\",\"answer\":\"Attitudes were compared across sociocultural factors: gender, years of study, and fields of study.\"}]","PASAA Journal - Volume 71 - July - December 2025 - English Language Teaching in the Modern Globalized World: Thai L2 Learnersʼ Views on Global Englishes | PDF",1792038731,76]