A shift in the paradigm of English language instruction is proposed, driven by the recognition of English as a global language of communication (ELF). This acknowledgment makes it increasingly pragmatic for EFL students to prioritize the cultivation of effective global communication skills over the pursuit of native English language proficiency. Consequently, the examination of EFL students' perceptions assumes a pivotal role in understanding and addressing this shift. This study delves into the perceptions of EFL students regarding the use of English as a global language of communication and its educational implications. The participant pool comprised 570 students enrolled in the English preparatory program of a foundation university. Employing a quantitative research approach, a five-point Likert-scale questionnaire was utilized to systematically gather data. The results unveiled a consistent pattern across students' conceptions of English as a global language of communication and its instructional impacts, irrespective of their English proficiency levels. However, notable distinctions emerged upon closer scrutiny of the sub-dimensions, particularly concerning "English varieties" and "English teachers." It was discerned that as students progressed in their English proficiency, they exhibited an increased awareness of language varieties. Additionally, a preference for native English-speaking teachers over non-native counterparts became more pronounced. In the final section of this study, these findings are meticulously explored within the established framework. Subsequent to this exploration, comprehensive conclusions and pragmatic recommendations are presented.
Fikri Geçkinli (Wed,) studied this question.