Chinese university English as an additional language teachers' attitudes towards global Englishes-inspired feedback pedagogy

Despite the growing body of literature on Global Englishes Language Teaching (GELT), written feedback practices remain anchored in native speaker 'correctness'. Addressing this issue, Lee (2023) proposed Global Englishes (GE)-inspired feedback pedagogy. However, the feasibility and compatibility of such pedagogical innovations hinge on teacher attitudes, an area yet unexplored in the literature. To address this gap, the present study investigates Chinese university English as an Additional Language (EAL) teachers' attitudes towards GE-inspired feedback pedagogy using explanatory sequential mixed methods. Survey data (n = 258) revealed ambivalent attitudes characterised by cognitive dissonance, affective tension, and behavioural hesitancy, with cognition shaping affect, and both predicting behaviour. Follow-up interviews (n = 13) explained this attitude through misconceptions about GE, emotional tensions from practical constraints like high-stakes exams, and behavioural hesitancy due to a lack of pedagogical guidelines. The findings position GE-inspired feedback at the 'knowledge' phase of GELT innovation. This study offers implications for advancing the implementation of GE-inspired feedback practices.