English has unarguably become the global default lingua franca. Indeed, English is spoken by more people for whom it is a second or additional language (L2) than by those for whom it is a first language (L1). It follows, then, that English is no longer used exclusively in communication involving L1 users but is increasingly employed in interactions in which neither participant uses English as their L1. It is estimated that only 4% of English language interactions in the world today contain solely L1 speakers. 

    The prominence of English as an international language has driven the ever-increasing demand for English language teaching (ELT) across the globe. However, the changing face of English presents a challenge for ELT practices to better reflect the current sociolinguistic reality. Traditional English as a foreign language (EFL) pedagogies which idealise the attainment of native-like competence are "neither responsive to nor consistent with the current profile of English".

    While in the past, learners of English may have been studying the language to communicate with L1 speakers, this is no longer the case for most learners who will be using English to interact with other L2 users. It is, therefore, critical that English language learners be equipped with an awareness of the current status of English and the skills necessary to communicate with users from a range of linguacultural backgrounds.

    The research design chosen for the study was a classroom based quasi-experiment. Quasi-experiments attempt to mimic true experiments in terms of rigour and structure but lack random assignment and a tight control of variables, making them more adaptable to real-world classrooms. While the resulting presence of confounding variables means inferring causality is much more problematic, this approach can still yield useful insights if findings are treated as suggestive as opposed to conclusive. 

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