Global Englishes Language Teaching: Implications for Feedback in EAL Writing

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Published: Jul 29, 2024
Keywords:
Global Englishes Language Teaching WCF feedback pedagogy curriculum innovation

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Caiwang Xiao
English Language and Literature Academic Group, National Institute of Education, Nanyang Technological University, Singapore
Icy Lee
English Language and Literature Academic Group, National Institute of Education, Nanyang Technological University, Singapore

Abstract

This short article reviews key literature that problematizes the conventional WCF approach, which adheres to native-speaker norms and fails to reflect the diverse realities of English use in the globalized era. Drawing on Lee’s (2023) proposal, the article discusses the principles and benefits of a feedback pedagogy informed by Global Englishes (GE), which values learners’ linguistic resources, prioritizes communicative effectiveness, and promotes language awareness. In line with Rose and Galloway’s (2019) GELT curriculum innovation cycle, the article highlights the need for further research to examine the feasibility, compatibility, and effectiveness of this approach in various contexts. It also emphasizes the importance of developing guidelines to support teachers in adopting GE principles and incorporating them into teacher training programs, with a specific focus on feedback in writing. The article concludes by underscoring the potential of the GELT framework for transforming feedback practices in L2 writing and fostering a more equitable and inclusive landscape of written feedback research and pedagogy.

Article Details

How to Cite
Xiao, C., & Lee, I. (2024). Global Englishes Language Teaching: Implications for Feedback in EAL Writing. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 30–41. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/274070
Issue
Vol. 17 No. 2 (2024): LEARN Journal (July-December)
Section
Academic Articles
Author Biographies

Caiwang Xiao, English Language and Literature Academic Group, National Institute of Education, Nanyang Technological University, Singapore

Lecturer at the School of English Studies of Xi’an International Studies University, Shaanxi, China, currently an MA student at the National Institute of Education, Nanyang Technological University. His research interests include Global Englishes, second language writing and vocabulary acquisition.

Icy Lee, English Language and Literature Academic Group, National Institute of Education, Nanyang Technological University, Singapore

Professor at the National Institute of Education of Nanyang Technological University, Singapore. Her research interests include second language writing and second language teacher education. Her publications have appeared in numerous international journals, including the Journal of Second Language Writing, TESOL Quarterly, Language Teaching, Language Teaching Research, System, ELT Journal, Assessing Writing, and The Canadian Modern Language Review. She is former Co-editor of the Journal of Second Language Writing and currently Principal Associate Editor of The Asia-Pacific Education Researcher.

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