Examining Iranian Doctoral Students' Attitudes toward World Englishes

Behnaz Raji


This study investigated Iranian doctoral students' attitudes toward World Englishes (WEs). To meet the end of this study, 30 Iranian doctoral English students from Chamran and Islamic Azad Universities of Ahvaz, Iran were selected. Then, a Likert questionnaire with 20 items was administered to the participants. After answering the questionnaire, the collected data were analyzed by using One-Sample T-test. The results indicated that all the participants presented positive attitudes toward WEs and they considered WEs as valuable as SE. For example, participants stated that WEs can help us to communicate with all nations.

Full Text:



Almegren, A. (2018). Saudi Students’ Attitude towards World Englishes. International Journal of Applied Linguistics & English Literature, 7, 239-247.

Bolton, K. (2005). World Englishes. In A. Davis, & C. Elder (Eds.), The handbook of applied linguistics (pp. 367-396). Oxford: Blackwell.

Butler, Y. G. (2007). How are nonnative-English-speaking teachers perceived by young learners? TESOL Quarterly, 41 (4), 731-755.

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.

Garside, T. (2019). English or Englishes: Are varieties of English important for learners? The EfA Blog – TESOL.

Halliday, M. A. K. (2006). Written language, standard language, global language. In B. B. Kachru, Y. Kachru, & C. L. Nelson (Eds.), The handbook of world Englishes (pp. 349-366). Oxford: Blackwell.

Hashemifardnya, A. (2014). World Englishes and Iranian EFL learners’ identity construction. Unpublished MA thesis, Ahvaz University.

He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspective of learners and teachers in China. TESOL Quarterly, 44(4), 769–789.

Kachru, B. (1992). Models for non-native Englishes. In B. Kachru (Ed.), The Other Tongue: English across Cultures. Urbana: University of Illinois Press.

Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 25(2). https://doi.org/10.1007/s10639-020-10167-7.

Namaziandost, E., Hosseini, E., Utomo, D.W. (2020). A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners. Cogent Arts and Humanities, 7(1). https://doi.org/10.1080/23311983.2020.1715525

Namaziandost, E., Rezvani, E., Polemikou, A. (2020). The impacts of visual input enhancement, semantic input enhancement, and input flooding on L2 vocabulary among Iranian intermediate EFL learners. Cogent Education, 7(1). DOI: 10.1080/2331186X.2020.1726606

Pishghadam, R., & Sabouri, F. (2011). A quantitative survey on Iranian English learners’ attitudes toward varieties of English: World English or world Englishes?, English and Literature Studies, 1(1), 86-95.

Tahmasbi, S., Hashemifardnia, A., & Namaziandoost, E. (2019). Standard English or World Englishes: Issues of Ownership and Preference. Journal of Teaching English Language Studies, 7(3), 83-98.

DOI: http://dx.doi.org/10.30870/jels.v5i1.7119


  • There are currently no refbacks.

Creative Commons License
Journal of English Language Studies is licensed under a Creative Commons Attribution 4.0 International License.

Copyright @ 2021 Journal of English Language Studies.

View My Stats