GLOBAL ENGLISHES PEDAGOGY AND INTERCULTURAL AWARENESS IN HIGHER EDUCATION: A SCOPING REVIEW OF CLASSROOM INTERVENTIONS, LEARNER OUTCOMES, AND OUTCOME MEASUREMENT
DOI:
https://doi.org/10.60087/ijls.v3.n2.005Keywords:
Global Englishes, intercultural awareness, higher education, classroom intervention, outcome measurementAbstract
Global Englishes (GE) pedagogy is widely expected to prepare learners for communication across linguistic and cultural boundaries, and intercultural awareness is frequently invoked as one of its intended outcomes. However, it remains unclear how often intercultural awareness is specified as a target outcome in classroom research, and whether the measures used can support the claims being made. This scoping review mapped learner-facing GE/GELT classroom interventions in higher education and examined the alignment among pedagogical aims, learner outcomes, and outcome measures. Following JBI guidance and PRISMA-ScR, the review searched Dimensions and OpenAlex and then carried out targeted backward and forward citation checking. Eligible sources were English-language, peer-reviewed empirical journal articles published from 2010 to 2026 that reported a higher-education intervention clearly framed by GE/GELT and included learner outcome evidence. The searches identified 561 records, 441 were screened and 74 database reports were assessed for eligibility. Forty-one database reports and three reports found through citation checking were included, representing 43 unique study units. Interventions clustered into dedicated GE courses or modules (n = 20), GE integrated into language-skills courses (n = 14), technology-mediated GE learning (n = 5), and experiential or interactional designs (n = 5). Intercultural awareness or intercultural communication was named as a target outcome in only two reports (4.5%); a further nine (20.5%) addressed culture or identity without an intercultural framing, and 33 (75.0%) reported GE-internal constructs such as attitudes, ownership, or awareness of variation. Qualitative or reflective learner evidence appeared in 38 of 44 reports, quantified self-report change in 12, direct performance or artifact evidence in nine, comparison designs in five, and delayed or transfer evidence in four. Critically, neither of the two reports with an explicit intercultural outcome used direct performance evidence; in fact, none of the eleven reports that named an intercultural or cultural outcome used direct performance or comparison evidence. The field therefore documents attitudinal change well but has not yet operationalized intercultural awareness in a way that its measures can substantiate. Future research needs measures that match the outcomes being claimed and should pair learner reflection with direct, scenario-based evidence.
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