ELF, ESP, ENL and their effect on students’ aims and beliefs: A structural equation model

Abstract The investigation of English as a lingua franca (ELF) has produced significant results in the last few years especially in regard to the description and use of this variety of English in various domains. Somewhat less is known about how far the learners and users of English as a foreign language are aware of the changing role of English, how they relate to the new phenomenon of ELF, and in what ways ELF affects their language learning aims. The present study investigates this issue among a specific group of learners: tertiary level students of various branches of English for Specific Purposes (ESP). Using questionnaire data from 239 students from four different educational institutions in a small EU country, structural equation modeling was performed to reveal the relationship between ELF, ESP, English as a native language (ENL) and the students’ language learning beliefs and aims. Our model shows not only the prevailing effect of ENL on the participants’ aims and beliefs, but also a strong presence of ELF, which seems to be independent from ENL. We believe this to further support the claim that ELF and ENL are two different constructs.

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