Abstract
Researchers in the field of ESL and EFL are increasingly directing their focus towards the Global Englishes (GE) paradigm and its effects on teacher beliefs and practices. However, many teachers in Turkiye seem to lack a clear understanding of this paradigm, creating a significant research gap regarding GE awareness. To bridge this gap, this research investigated the effectiveness of a GE-based MA course in raising 17 English language teachers’ GE awareness through reflection on assigned readings throughout 14 weeks. Data collected through pre-course questionnaires and reflective reports written on assigned papers on various aspects of GE and analysed via descriptive statistics and qualitative analysis indicated that teachers’ low to moderate levels of GE awareness increased dramatically with engagement in reflective thinking and practice on the shift from a monolithic view of English to a bi/multilingual and dynamic one, a static view of culture to a dynamic and fluid one, native-speaker target to effective communicators and standard English-based assessment to performance-based assessment focusing on strategy use. The findings indicated a need for curriculum renewal, redesigned teaching materials, communication-oriented strategy teaching, and improved teachers’ awareness of alternative targets aligning with GE pedagogies.