[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589023-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589023-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","world-englishes-and-their-implications-for-university-education","WORLD ENGLISHES AND THEIR IMPLICATIONS FOR UNIVERSITY EDUCATION","","World Englishes, as well as regional varieties of English, have drawn sustained attention among linguists and language educators, yet their implications for university teaching remain a key concern. This study investigates how students in English philology and culture programs at the University of Economics in Bratislava perceive varieties of English. A questionnaire survey of 130 BA/MA students was analyzed using combined quantitative and qualitative methods. Findings show strong awareness of variety existence, but limited understanding of distinguishing features and insufficient grasp of relevant terminology, informing curriculum adjustments.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/world-englishes-and-their-implications-for-university-education/589023/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/world-englishes-and-their-implications-for-university-education/589023.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine about World Englishes in university education?","Question",{"text":63,"@type":64},"It investigates university students’ awareness of the existence and aspects of different varieties of English and identifies sources of that awareness.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"The study surveyed 130 BA and MA students using a questionnaire, then processed data with combined quantitative and qualitative methods.",{"name":70,"@type":61,"acceptedAnswer":71},"What key results were reported regarding students’ understanding?",{"text":72,"@type":64},"Students showed relatively insufficient understanding of relevant terminology and concepts, despite high awareness that varieties of English exist, while awareness of features distinguishing varieties was low.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589023,1792190172,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","DOI: 10.20535/2410-8286 .226517  \nWORLD ENGLISHES AND THEIR IMPLICATIONS FOR UNIVERSITY EDUCATION  \nBeáta Biliková  \nApplied Languages Faculty, University of Economics in Bratislava, Slovakia  \n[beata.bilikova@euba.sk](beata.bilikova@euba.sk)  \nKatarína Seresová  \nApplied Languages Faculty, University of Economics in Bratislava, Slovakia  \n[katarina.seresova@euba.sk](katarina.seresova@euba.sk)  \nOver the past few decades, the notion of World Englishes has achieved much attention among linguists, language teachers, and other professionals. The present study explores the impact these trends have had on university education in the field of English philology and culture, focusing on the study programmes run by the Applied Languages Faculty, the University of Economics in Bratislava , Slovakia. Our research was designed to gain insights into the students’ perception of varieties of English and identify those areas which require more attention in order to provide students with the most relevant content. The research sample contained 130 students of one BA and one MA programme. Our research was based on a questionnaire which provided us with the data on students’awareness of the studied issues. The data were subsequently processed using combined quantitative and qualitative methods. One part of the data was statistically analysed with regard to the frequency of certain aspects. The second part was analysed focusing on students’ attitudes and evaluative statements. Results of the analysis indicated both the key tendencies in their thought and the orientation of the occasional excentric views. The research outcomes enabled us to establish several important facts, e.g. a relatively insufficient understanding of the relevant terminology and concepts, high awareness of the existence of varieties of English, and, simultaneously, low awareness of the features distinguishing those varieties, etc. The conclusions point out those areas which should be represented more extensively in our curricula to reflect the actual current situation in the English language.  \nKeywords: World Englishes; variety; university education; competence.  \nIntroduction  \nThe discussion on the internal fragmentation of English at the time of its triumph as a global language started more than 20 years ago. The notions such as ‘World Englishes’ or ‘regional varieties of English’achieved a lot of attention among linguists, academics, language teachers, and other involved professionals. There is no doubt that the global process of reshaping the body of English, which has been evolving over the past few decades, marks a shift to a different paradigm of treating the English language. There has been much talk on the relation between the widely acknowledged standard forms of English and the regional varieties as well as on the status of the regional varieties that have recently been steadily gaining insignificance. These circumstances necessarily pose a question concerning the extent to which the current academic education, particularly in the field of English philology and culture, takes into consideration the new reality of diversification within the English language. Our research was designed to examine the levels of our university students’ awareness of the fact that there exist different varieties of English, spoken and written across the world. Furthermore, it intends to shed light on both the sources of such awareness and the degree of their understanding of this phenomenon’s various aspects. We approached our research motivated by the wish to gain some valuable insights into how relevant information reaches university students of English philology and culture and, at the same time, how they manage to cope with it. Ultimately, we hoped to collect data that would help us modify the current study programmes and curricula in such a way that they best reflect the actual situation in the English language development and respond to the existing condition of social practice. ","cbCaigqKhmd45MA0","https://ap.wps.com/l/cbCaigqKhmd45MA0","pdf",559930,"English","# Introduction\n# Literature review\n# Methodology\n# Results and discussion\n# Conclusions","[{\"question\":\"What does the study examine about World Englishes in university education?\",\"answer\":\"It investigates university students’ awareness of the existence and aspects of different varieties of English and identifies sources of that awareness.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study surveyed 130 BA and MA students using a questionnaire, then processed data with combined quantitative and qualitative methods.\"},{\"question\":\"What key results were reported regarding students’ understanding?\",\"answer\":\"Students showed relatively insufficient understanding of relevant terminology and concepts, despite high awareness that varieties of English exist, while awareness of features distinguishing varieties was low.\"}]","WORLD ENGLISHES AND THEIR IMPLICATIONS FOR UNIVERSITY EDUCATION | PDF",1792066397]