Using Global Englishes to Improve Listening Comprehension in Pre-intermediate English Learners

Authors

DOI:

https://doi.org/10.26817/16925777.1624

Keywords:

​Listening comprehension, Global Englishes, lingua franca

Abstract

This ​qualitative ​case study examined the impact of listening to Global Englishes on the development of listening comprehension in pre-intermediate English students at Universidad Nacional, ​     ​Costa Rica. Using questionnaires, focus groups, and ​observations​, the research explored students' perceptions of various English ​speakers from different nationalities ​and their overall experience with exposure to diverse global varieties. The findings indicated that students found ​     ​​English spoken by people from the ​​United​​​ ​States​, Mexico, and​     ​Venezuela easier to understand due to clarity and familiarity, while British, Australian, and Scottish​ variants ​presented the greatest challenges, particularly​ due to ​pronunciation. Students stated that the listening activities expanded their vocabulary and improved their comprehension skills by providing real-world exposure to English spoken in different regions. The results indicated the need for a shift in language teaching approaches in Costa Rica, emphasizing the inclusion of Global Englishes in curricula to better prepare students for international communication. Further research is recommended to investigate the long-term impact of this approach and its potential benefits in improving aural and oral skills.

 

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Author Biographies

Roger Segura Arias, Universidad Nacional

Roger Segura Arias is an assistant professor of English at Universidad Nacional, Brunca Branch. He holds a M.A in Applied Linguistics with an ESP emphasis from the Universidad Nacional. He has taught and trained pre-service teachers, English learners, and has taught ESP courses to in-service professionals and pre-service students at Universidad de Costa Rica’s Inglés por Áreas Program and other private institutions in Costa Rica. His research interests are the use of technology in language education, ESP curriculum design and instruction, second-language pronunciation learning, and critical applied linguistics.  

Karla Daniela Herrera Rodríguez

Karla Daniela Herrera Rodríguez is an assistant professor of English at Universidad Nacional, Brunca Branch. She holds a professional master’s degree in educational sciences. She has taught and trained pre-service teachers in Costa Rica. Her research interests include ESP instruction, second-language pronunciation learning, and the development of listening skills in English as a second language.  

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Published

2024-12-30

How to Cite

Segura Arias, R., & Herrera Rodríguez, K. D. (2024). Using Global Englishes to Improve Listening Comprehension in Pre-intermediate English Learners . GIST – Education and Learning Research Journal, 29(29). https://doi.org/10.26817/16925777.1624

Issue

Vol. 29 No. 29 (2024): GiST Education and Learning Research Journal

Section

Research Articles

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Copyright (c) 2024 GIST – Education and Learning Research Journal

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