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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p class="MsoNormalCxSpFirst" style="text-align: justify; line-height: 1.4; margin: 0.65pt 2.75pt 0.0001pt 6.4pt;"><span style="font-size: 12pt; line-height: 90%; font-family: 'times new roman', times, serif; letter-spacing: -0.15pt;">English is widely recognized as a global language, transcending its origins in native-speaking countries. However, teaching and learning English face challenges due to the diverse attitudes of the researchers, public, and stakeholders&mdash;learners, teachers, and employers&mdash;toward concepts such as Standard English and World Englishes (WE). This study examines the perspectives of stakeholders, highlighting the practical and theoretical implications of English as a global language. Data were collected from 66 learners, 29 teachers, and two employers across Uzbekistan, Iran, and international organizations. The findings reveal a strong preference for Standard English among stakeholders despite the growing acknowledgment of linguistic diversity in WE. The study highlights the importance of adopting nuanced approaches to English teaching that respect stakeholders&rsquo; preferences while promoting effective global communication.</span></p>

sem.2025.17.04.pdf

Original Research 

sem.2025.17.04.xml

Stakeholders’ Perspectives on Teaching English as a Global Language