This study investigates how Korean in-service English teachers’ awareness of World Englishes relates to their perceptions and practices in English listening instruction. A total of 200 secondary school teachers completed a questionnaire including Likert-scale and open-ended items. Results indicated that teachers aware of World Englishes were more critical of current listening instruction, which prioritizes American and British accents, and were more supportive of integrating diverse English accents into their teaching. A significant negative correlation was found between teaching experience and World Englishes awareness, suggesting that more experienced teachers may be less attuned to global perspectives on English. Qualitative responses supported these findings and revealed challenges such as curriculum constraints, limited teaching materials, and lack of training. Nonetheless, several teachers emphasized the importance of preparing learners for real-world communication by exposing them to diverse accents. The study highlights the need for curriculum reform and professional development aligned with the Teaching English as an International Language (TEIL) framework.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. World Englishes and Teaching English as an International language
    2.2. Importance of Accents in EIL communication
    2.3. Perceptions and Listening Comprehension of World Englishes in the Korean EFL Context
3. METHODOLOGY
    3.1. Participants
    3.2. Instrument
    3.3 Analysis
4. RESULTS
    4.1. In-service English Teachers’ Awareness of World Englishes
    4.2. Perceptions of American and British Accents and the Current Listening Instruction
    4.3. Perspectives on Incorporating Various English Accents into Listening Instruction
    4.4. Teachers’ Voices: Open-ended Responses on the Limitations and Listening Instruction with Various Accents
5. DISCUSSION
    5.1. Awareness of World Englishes Among In-service Teachers and Suggestions
    5.2. Perceptions of Current Listening Instruction and Its Limitations
    5.3. Perspectives on Incorporating Various English Accents into Instruction
6. CONCLUSION
REFERENCES

• Joonwon Lee(Assistant Professor, Department of English Education, Gyeongsang National University, 501 Jinju-daero, Jinju-si, Gyeongsangnam-do 52828, Korea)