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.

Shim, Youngsook. 2014. World Englishes research in Korea, China, and Japan: A meta-analysis of articles published in World Englishes and English Today. The Sociolinguistic Journal of Korea 22(3). The objective of this paper is to provide an overview of research findings on world Englishes in the context of Korean, Chinese, and Japanese societies, based on an analysis of 89 research articles published in two international journals, World Englishes and English Today, between 2005 and 2014. After a careful review of them, the articles were classified into four important topic areas: the local variety, including language users’ attitudes toward it and its linguistic characteristics (36%); other varieties of world Englishes, with subcategories of perception, education, and intelligibility of those varieties (17%); English use in the given social context, further categorized into descriptive analysis and critical analysis of English use (25%); English teaching and learning, including general EFL teaching/learning topics and English- medium instruction (18%); and others (4%). This paper presents important findings surrounding each topic area and further discusses their sociolinguistic implications and suggests future research direction.