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Situated in the domain of Global Englishes research, this study explores a question of how far the issue of the English model for Japanese learners is complicated by the hierarchical coexistence of regular English courses taught by Anglophone English teachers and extracurricular online English lessons taught by non-Anglophone instructors. A questionnaire survey was administered to 100 Japanese English learners aged 18–34 who have taken such lessons. This study provides both hopeful and challenging suggestions for Global Englishes research and practice, that is, Japanese English learners’ favourable perceptions of Filipino teachers’ affordable and flexible lessons that, they believe, would not interfere with their subsequent or concurrent study of ‘real’ English taught by native Anglophone teachers. This study indicates future directions of research and practice regarding the legitimate positioning of in-class or online English classes taught by Association of Southeast Asian Nations and other non-native English-speaking teachers in East Asian English classrooms that remain bound by native English norms.
Yôko Kobayashi (Fri,) studied this question.