RECONCEPTUALIZING SECOND LANGUAGE ACQUISITION FROM A GLOBAL ENGLISHES PERSPECTIVE: STUDENTS’ VOICES AND TEACHERS’ BELIEFS

Abstract

Through a critical analysis of learners' views, classroom practices, and instructional materials in an English as a Foreign Language (EFL) environment, this study rethinks Second Language Acquisition (SLA) from a Global Englishes (GE) viewpoint. The study presents English as a dynamic, pluricentric resource molded by many sociolinguistic realities, going beyond conventional native-speakerist paradigms. Semi-structured interviews, classroom observations, and document analysis involving university lecturers and undergraduate students in various instructional situations were used to gather data using a qualitative multiple case study methodology. The results show a clear but uneven epistemic movement away from norms that are focused on native speakers and toward a more inclusive and pluralistic view of English as a universal language. Learners increasingly view English as a flexible communicative instrument that facilitates cross-cultural contact rather than as a rigid standard linked to Inner Circle standards. Some teachers have started incorporating GE-informed pedagogies, such as exposing students to a variety of English dialects (such as Asian Englishes), communicative language teaching methods, and translanguaging techniques that validate students' multilingual repertoires. These practices, however, are still only partially implemented and frequently rely more on the agency of individual teachers than on institutional policies. The important influence of student psychological elements is highlighted by additional examination of the results. In GE-oriented classrooms, students reported lower levels of language anxiety, greater confidence, and increased willingness to communicate (WTC). More acceptance of linguistic variation and less pressure to achieve native-like correctness seem to be the causes of these affective advantages. However, systemic conflicts continue to exist. While textbooks and instructional materials primarily reflect Inner Circle conceptions of English, assessment systems continue to place a high priority on grammatical precision and established standards. This misalignment restricts the full application of GE principles by causing pedagogical dissonance. According to the study's findings, SLA should be reinterpreted as a dynamic, socially situated, and interculturally integrated process that puts communication efficacy, intelligibility, and adaptability ahead of native-like skill. It makes the case for systemic changes in EFL instruction, such as curriculum restructuring, assessment reform, and the creation of instructional materials that are in line with GE. These adjustments are necessary to properly represent the reality of international communication and to enable students to use English legitimately in a variety of foreign contexts.