Studies in Linguistics and Language Education
Volume 2, Numéro 1, Pages 256-267
2026-06-30

Native Enough? Correlating Accent Self-perception And Attitudes Toward World Englishes Among Pre-service Teachers



Authors : Tapulayan-dumana Mary Ann Charmaine .

Abstract

This study investigated pre-service English teachers’ self-perceptions of their English accent and their attitudes toward global English varieties within the World Englishes (WE) framework. Specifically, it examined (1) how third-year BSEd English students perceive their accent identity, (2) how they evaluate different English accents across Kachru’s concentric circles, and (3) whether there is a relationship between accent self-perception and evaluative attitudes. Using a quantitative correlational design, data were collected from 80 participants through two validated instruments: the Accent Self-Perception Scale (ASPS) and the Verbal Guise Test (VGT). Descriptive statistics, Pearson’s correlation, and paired-samples t-tests were employed to analyze the data. Results revealed a moderately positive self-perception of participants’ Filipino English accent (M = 3.06, SD = 1.08), coupled with balanced evaluations of Inner, Outer, and Expanding Circle accents (M = 4.03, 3.94, and 3.90, respectively). Although Inner Circle accents were rated slightly higher, differences were minimal, indicating a gradual shift toward accent inclusivity. Correlation analysis showed no significant relationship between self-perception and accent evaluations, suggesting that identity and ideology function independently in shaping teachers’ attitudes. These findings underscore the need for World Englishes-informed teacher education that promotes accent awareness, linguistic confidence, and pedagogical inclusivity. By moving from accent conformity to accent consciousness, pre-service teachers can model openness and respect for English diversity in multilingual classrooms.

Keywords

World Englishes ; accent perception ; teacher identity ; Verbal Guise Test ; pre-service teachers

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