Centring learner experiences and self-perceptions as users of Global Englishes: Japanese undergraduate students in focus

Abstract

This paper explores Japanese undergraduate students’ self-perceptions of their English learning experiences within the context of ongoing internationalisation endeavours and the expansion of English language instruction in Japan’s schools and higher education. Drawing on survey data from two universities, the study examines undergraduate students’ experiences of learning English at both pre-tertiary and tertiary levels, as well as their understandings of and sense of connection to Global Englishes. Findings indicate that students’ awareness of the pluricentric nature of English sat in tension with entrenched native-speakerist proficiency benchmarks. Furthermore, the paper discusses how survey respondents navigated their discursive positioning as Japanese nationals, English language users, global citizens, and the nation’s future workforce in relation to their recent English language learning experiences. This study aims to contribute to current debates concerning English learners’ experiences in Japanese universities by augmenting student voice, highlighting the need for further pedagogical engagement with students as on-the-ground curriculum actors in higher education.