Pragmatic competence and authenticity in EIL curricula and listening assessments: The case of Hong Kong and Taiwan

Recent English globalization has highlighted the need for English language teaching (ELT) to prioritize pragmatic competence for effective international communication rather than ‘native-like’ accuracy. This study examines how this concept of pragmatic competence is reflected in ELT curricula/listening assessments in Hong Kong (HK) and Taiwan from an English as an International Language (EIL) perspective through the lens of situational and interactional authenticity. First, a thematic analysis of secondary ELT curricula in HK and Taiwan was conducted, drawing on pedagogical recommendations from EIL research across four areas: language/(inter)cultural awareness; communication abilities/strategies; language standards/norms/models; and pronunciation teaching foci. Second, quantitative content analysis was applied to listening examination speech samples (2022–2024) to examine situational authenticity (speech events/contexts/interlocutor identities/accents) and interactional authenticity (use of communication strategies). Findings show both curricula acknowledge English's local/global roles and aim to enhance (inter)cultural awareness. They stress the importance of communication skills and suggest exposure to different varieties, but (‘native-like’) pronunciation accuracy remains an implicit target. The listening papers in the two regions reveal notable differences: HK samples are longer, more interactive and locally contextualized, featuring some second language speakers, whereas Taiwan samples are shorter and often decontextualized. Both rely on British/American accents. The HK samples display a wider range and higher frequency of communicative strategies than those in Taiwan, but they both lack certain key features in EIL communication. The paper concludes by making suggestions for curricula and assessments to enhance situational and interactional authenticity, considering their interrelationship, thereby fostering pragmatic competence and preparing learners for real-world international communication.