Student Attitudes Toward World Englishes in the Italian School Context

ABSTRACT This study investigates Italian secondary school students’ attitudes toward different English varieties (African American, Standard Southern British, Chinese, General American, Indian, Italian, Multicultural London, Nigerian, and Ukrainian) within a World Englishes framework. Combining a variety identification task and a Verbal Guise Technique (VGT), 194 students rated speakers on competence, warmth, and speech traits. Results show generally low recognition rates, with Italian English being the most accurately identified, and recognition positively influencing evaluations on all dimensions. Accent effects emerged clearly: General American and Standard Southern British English (SSBE) received the highest competence ratings, while Italian English, followed by General American and African American English, was rated highest for warmth; Ukrainian English was evaluated least favorably overall. Familiarity with English accents significantly improved evaluations of competence, while appreciation of linguistic diversity positively influenced warmth. Gender effects were also observed, with male voices generally rated more positively, especially for Inner Circle varieties. Overall, the findings highlight the role of recognition, experience, and social framing in shaping evaluations of English varieties, with implications for more inclusive approaches to English language teaching.