This quasi-experimental study investigated the impact of World Englishes education on enhancing EFL learners' English language identity and their English emotional resonance in China. Data were collected via a survey comprising two questionnaires. Two teaching classes, which initially exhibited no significant differences in English language identity and emotional resonance with English, were randomly assigned as the experimental and control classes. Both classes received identical instructional content, except that the experimental class participated in 16 academic hours focused on World Englishes, whereas the control class received 16 academic hours on the history of the English language. After a period of 10 weeks, the research team conducted a follow-up survey assessing students' English language identity and emotional resonance with English. The findings indicated a greater improvement in these measures within the experimental class compared to the control class. This study thus confirms that education cantered on World Englishes significantly enhances EFL learners' English language identity and their emotional resonance to the language.
Zhu et al. (Tue,) studied this question.