{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113109"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113109","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The effect of racialization on EFL learners’ conceptualizations of the native speaker construct","abstract":"This study draws upon Flores and Rosa’s (2015) raciolinguistic ideologies to investigate the extent to which racialization shapes EFL learners’ conceptualizations of the native speaker construct through an experimental design. Three hundred and fourteen university students studying at English-medium universities in Turkey were invited to take an online matched guise test. They were assigned to either the control group or the experimental group randomly. The participants in the control group were presented with photos of women in their late 20s, accompanied by 30-second speech samples recorded by White, Midwestern American women. In the experimental group, the same speech samples were accompanied by photos of similarly-aged women from racially minoritized backgrounds. Two of them were Black, two East Asian, and two South Asian. The participants were asked to respond to 14 statements about each speaker on a five-point Likert scale. The statements were created based on the various qualities commonly referred to in the literature when defining native English speakers. They referred to both linguistic factors such as fluency, intelligibility, age of language acquisition, intuitions about grammar, etc., and non-linguistic factors such as citizenship of an Anglophone country, birthplace, etc. The results revealed that the participants rated the speakers in the control group (White speakers) as significantly more “native” than the speakers of color. This study contributes to the TESOL literature by providing empirical evidence of the racialized nature of the term ‘native English speaker.’","abstract_html":"This study draws upon Flores and Rosa’s (2015) raciolinguistic ideologies to investigate the extent to which racialization shapes EFL learners’ conceptualizations of the native speaker construct through an experimental design. Three hundred and fourteen university students studying at English-medium universities in Turkey were invited to take an online matched guise test. They were assigned to either the control group or the experimental group randomly. The participants in the control group were presented with photos of women in their late 20s, accompanied by 30-second speech samples recorded by White, Midwestern American women. In the experimental group, the same speech samples were accompanied by photos of similarly-aged women from racially minoritized backgrounds. Two of them were Black, two East Asian, and two South Asian. The participants were asked to respond to 14 statements about each speaker on a five-point Likert scale. The statements were created based on the various qualities commonly referred to in the literature when defining native English speakers. They referred to both linguistic factors such as fluency, intelligibility, age of language acquisition, intuitions about grammar, etc., and non-linguistic factors such as citizenship of an Anglophone country, birthplace, etc. The results revealed that the participants rated the speakers in the control group (White speakers) as significantly more “native” than the speakers of color. This study contributes to the TESOL literature by providing empirical evidence of the racialized nature of the term ‘native English speaker.’","abstract_has_math":false,"creators":["Kir, Furkan Sevket"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Bhatt, Rakesh M"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:34:36Z","date_published":"2022-01-12T22:34:36Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Racialization","race","native speaker","non-native speaker","NEST","NNEST","EFL"],"languages":["en"],"rights":["Copyright 2021 Furkan Şevket Kır"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113109","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bhatt, Rakesh M"]},{"key":"dc:creator","label":"Author","values":["Kir, Furkan Sevket"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:34:36Z","2024-01-12T22:35:30Z","2021-06-28","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Racialization","race","native speaker","non-native speaker","NEST","NNEST","EFL"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Furkan Şevket Kır"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113109"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study draws upon Flores and Rosa’s (2015) raciolinguistic ideologies to investigate the extent to which racialization shapes EFL learners’ conceptualizations of the native speaker construct through an experimental design. Three hundred and fourteen university students studying at English-medium universities in Turkey were invited to take an online matched guise test. They were assigned to either the control group or the experimental group randomly. The participants in the control group were presented with photos of women in their late 20s, accompanied by 30-second speech samples recorded by White, Midwestern American women. In the experimental group, the same speech samples were accompanied by photos of similarly-aged women from racially minoritized backgrounds. Two of them were Black, two East Asian, and two South Asian. The participants were asked to respond to 14 statements about each speaker on a five-point Likert scale. The statements were created based on the various qualities commonly referred to in the literature when defining native English speakers. They referred to both linguistic factors such as fluency, intelligibility, age of language acquisition, intuitions about grammar, etc., and non-linguistic factors such as citizenship of an Anglophone country, birthplace, etc. The results revealed that the participants rated the speakers in the control group (White speakers) as significantly more “native” than the speakers of color. This study contributes to the TESOL literature by providing empirical evidence of the racialized nature of the term ‘native English speaker.’","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-08-01","The student, Furkan Kir, accepted the attached license on 2021-06-24 at 11:14.","The student, Furkan Kir, submitted this Thesis for approval on 2021-06-24 at 11:15.","This Thesis was approved for publication on 2021-06-28 at 16:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14524 on 2022-01-12 at 12:51:18","Made available in DSpace on 2022-01-12T22:34:36Z (GMT). No. of bitstreams: 2 KIR-THESIS-2021.pdf: 1281333 bytes, checksum: 2fe1eb9df876922a2441a39117dfbddc (MD5) LICENSE.txt: 4207 bytes, checksum: 025af1a16fd246a19df7a2fb8b3e335e (MD5) Previous issue date: 2021-06-28","Embargo set by: Seth Robbins for item 121035 Lift date: 2024-01-12T22:35:30Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The effect of racialization on EFL learners’ conceptualizations of the native speaker construct"]}]}],"canonical_facts":{"dc:contributor":["Bhatt, Rakesh M"],"dc:creator":["Kir, Furkan Sevket"],"dc:date":["2022-01-12T22:34:36Z","2024-01-12T22:35:30Z","2021-06-28","2021-08"],"dc:description":["This study draws upon Flores and Rosa’s (2015) raciolinguistic ideologies to investigate the extent to which racialization shapes EFL learners’ conceptualizations of the native speaker construct through an experimental design. Three hundred and fourteen university students studying at English-medium universities in Turkey were invited to take an online matched guise test. They were assigned to either the control group or the experimental group randomly. The participants in the control group were presented with photos of women in their late 20s, accompanied by 30-second speech samples recorded by White, Midwestern American women. In the experimental group, the same speech samples were accompanied by photos of similarly-aged women from racially minoritized backgrounds. Two of them were Black, two East Asian, and two South Asian. The participants were asked to respond to 14 statements about each speaker on a five-point Likert scale. The statements were created based on the various qualities commonly referred to in the literature when defining native English speakers. They referred to both linguistic factors such as fluency, intelligibility, age of language acquisition, intuitions about grammar, etc., and non-linguistic factors such as citizenship of an Anglophone country, birthplace, etc. The results revealed that the participants rated the speakers in the control group (White speakers) as significantly more “native” than the speakers of color. This study contributes to the TESOL literature by providing empirical evidence of the racialized nature of the term ‘native English speaker.’","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-08-01","The student, Furkan Kir, accepted the attached license on 2021-06-24 at 11:14.","The student, Furkan Kir, submitted this Thesis for approval on 2021-06-24 at 11:15.","This Thesis was approved for publication on 2021-06-28 at 16:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14524 on 2022-01-12 at 12:51:18","Made available in DSpace on 2022-01-12T22:34:36Z (GMT). No. of bitstreams: 2 KIR-THESIS-2021.pdf: 1281333 bytes, checksum: 2fe1eb9df876922a2441a39117dfbddc (MD5) LICENSE.txt: 4207 bytes, checksum: 025af1a16fd246a19df7a2fb8b3e335e (MD5) Previous issue date: 2021-06-28","Embargo set by: Seth Robbins for item 121035 Lift date: 2024-01-12T22:35:30Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113109"],"dc:language":["en"],"dc:rights":["Copyright 2021 Furkan Şevket Kır"],"dc:subject":["Racialization","race","native speaker","non-native speaker","NEST","NNEST","EFL"],"dc:title":["The effect of racialization on EFL learners’ conceptualizations of the native speaker construct"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Teaching of English Sec Lang"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}