Exploring the Effects of Teachers’ Different English Accents within English Language Learning Classrooms: Students’ and Teachers’ Narratives
Exploring the Effects of Teachers’ Different English Accents within English Language Learning Classrooms: Students’ and Teachers’ Narratives

Summary/Abstract: The study explored the effects of different Englishes as a means of instruction in the English language learning classrooms at the English Language Center of the Salalah College of Technology. The methodology of the study was based mainly on the narratives and personal anecdotes of thirty students registered in the fourth academic level of the English Language Foundation Center. The narratives covered all possible interactions that the students who told them encountered, from the historical and spontaneous reactions, as well as associated motivation levels, to audially receiving the English language delivered from a wide array of English accented lecturers, spanning more than a dozen nationalities from all over the globe. A cohort of teachers was also interviewed and selected to further enrich and elaborate upon the data obtained from the students. The data obtained from the study revealed that the students expressed significant levels of positive attitudes and high levels of motivation towards the diversity of accents they encountered. In order to enable the students to communicate more effectively with other people, so as to reflect the global reality of English as a lingua franca, the pedagogical implications of this study recommended that teachers from various and different countries around the world, making use of different Englishes and different accents by which to enunciate them, be utilized and speakers of different Englishes from wider communication contexts be given preference for possible inclusion or exclusion.

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