Reflections from Learners of English as a Foreign Language in a Multicultural Non-native Context

Oct 15, 2026

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Reflective accounts from higher-education learners of English as a foreign language in a multicultural, non-native context are examined through qualitative narrative analysis. Six learners from six different countries, enrolled in a preparatory English program for International Affairs in Turkey, participated in in-depth interviews selected via convenient snowball sampling. Findings show satisfaction with multicultural classroom learning and perceived benefits for learning and thinking across cultures. Motivation is mainly linked to educational needs, alongside enjoyment of foreign languages, and non-native teachers are viewed as a workable route when paired with sustained effort.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Multicultural and globalization-driven language learning contexts

Teaching English in non-native environments

Multinational university preparation and EFL/L3-Ln learning

Potential advantages and challenges of multicultural EFL classrooms

Study focus and research direction

Reflections from Learners of English as a Foreign Language in a Multicultural Non-native Context Fatma KİMSESİZ [fatmakimsesiz@ahievran.edu.tr](fatmakimsesiz@ahievran.edu.tr) Kırşehir Ahi Evran University, Turkiye DOI: 10.35974/acuity.v9i1.2900 Abstract This paper aims to reflect the ideas of learners of English at higher education level in a multicultural non-native context. The participants were six learners of English (N=6) from six different countries and they were in the preparatory English class to major in the Department of International Affairs at a state university in Turkiye. The design of the study was maintained through in-depth interviews with the participants selected through a convenient snowball sampling. The data was documented for narrative analysis. The main findings elicited that although it would be better and more effective if they learned English in a native context, participants were all satisfied to learn English in a multicultural classroom which may provide some advantages in terms of learning different things and thinking in a multicultural environment. The motivation that drove them to learn English in a non-native environment was commonly related to educational reasons, yet they also indicated that they enjoyed learning foreign languages. In addition, the study submits that although it may sound favourable to learn English in its native context by native speaker language teachers, placing greater emphasis on hard work and effort, it is also attainable to learn English in a non-native context by non-native English teachers. Keywords: Learning English as a foreign language, motivation, multicultural context, nonnative speakers of English. INTRODUCTION There are growing appeals for applying to international programs at universities abroad thanks to educational and financial opportunities in terms of students desiring to get a higher education degree. Affected by globalization that plays an essential role in the pedagogic context, nowadays some learning environments are dominated and represented by multi-ethnic students, particularly at higher education levels worldwide (Honna, 2005) . As the communities need to improve their scope in adapting to operate in a globalized world, education systems also get their share in going through drastic changes and renovations. This phenomenon has been widely observed in the field of foreign language learning, particularly in English, as the world’s pioneering language in education, technology, science, and communication across nations. This is also related to the concern and motivation of individuals in learning English asa foreign language (EFL) for a variety of reasons (Surendranatha Reddy, 2019) . The field of English as a second language (ESL)/ EFL closely follow the paradigm of teaching English effectively and the reality of teaching may vary from context to context (Hayes, 2008) which also contributes to the achievement of the language teaching process (Harmer, 2003) . Although it is thought to permit learners with better learning opportunities through a number of facilities in the native context of a foreign language (Holliday, 2005), there has been a surge of research on the field of learning a foreign language in a non-native context which generally involves non-native teachers of that target language. The majority of trained ESL /EFL teachers are non-native speakers of English worldwide, which means that they outnumber native speakers of English (Braine, 1999a; Hayes, 2008; Liu, 1999a; Llurda, 2004) . This situation is prevalent in almost all the countries where English is taught as a foreign language. Similarly, it appears as a pertinent situation also in Turkiye where English is predominantly taught as a foreign language at all levels of education which means that students learn English in a non-native context mostly by non-native English teachers in Turkiye. In this context, it is worthwhile to remember that almost all of the

FAQs

Who participated in the study and what was their learning setting?

The study involved six English learners from six different countries. They were in a preparatory English class for students majoring in International Affairs at a state university in Turkey.

How was the data collected and analyzed?

Participants were selected through a convenient snowball sampling approach and interviewed in depth. The documented data were then analyzed using narrative analysis.

What did the learners report about learning English in a multicultural, non-native context?

Although they believed learning would be better in a native context, all participants were satisfied with learning in a multicultural classroom. They also recognized advantages such as learning diverse content and thinking in a multicultural environment.

Oct 15, 2026

Uploaded by Đào