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VOL. 11, ISSUE 1 (2025)
The absence of bilingual English listening conversations in the global EFL course series and its impact on the learners
Authors
Minu Paul, Sadaf Ruqsar, Majida Yasmin Aziz John, Luiza Taskin Turza
Abstract
This study investigates the prevalence of the listening
syllabuses of international English learning course materials and why they are native
UK/US accented and have no or limited level of acculturation. The paper poses
this question from an established EFL learning view by Schumann (1986) and
others who emphasize including the learners’ mother culture besides the target
language culture for proper language transfer. The study uses a semi-structured
survey questionnaire instrument involving a sample of 48 bilingual EFL teachers
with experience in teaching at least one of the international EFL course book
series. The sample is from the Middle East & North African (MEA) population
of EFL learners and teachers. The study concluded that there is a significant
area of deficiency in the listening syllabuses of the popular UK/US-originated
EFL course series adopting only native English accents in their listening
audio/video media. On the other hand, the absence of bilingual listening media
would have been more viable for the learners’ listening skills and overall
English progress.
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Pages:1-4
How to cite this article:
Minu Paul, Sadaf Ruqsar, Majida Yasmin Aziz John, Luiza Taskin Turza "The absence of bilingual English listening conversations in the global EFL course series and its impact on the learners". International Journal of English Research, Vol 11, Issue 1, 2025, Pages 1-4
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