Reclaiming justice and fairness in standardized English proficiency test: The case of Indonesia

Abstract

This study explores Indonesian EFL learners’ perceptions of World Englishes (WE) and standardized English proficiency tests. As English becomes increasingly global, the focus in English Language Teaching (ELT) has shifted from native speaker norms to cross-cultural understanding and recognition of linguistic diversity. Using a case study approach, we surveyed 120 Indonesian learners and conducted a follow up focus group discussion with six focal participants from different regions. We analyzed the survey data using descriptive quantitative methods and the focus group discussion data using thematic analysis. Results of the survey showed that most participants experienced various challenges in taking mainstream standardized English tests (e.g. TOEFL, IELTS, Duolingo) including limited knowledge on the test content and procedure (55%), expensive cost (53.3%), insufficient time allocation to complete the tasks (51.7%), unconducive testing environment (30%), and technical difficulties in using technology (22.5%). However, the participants have strong awareness and acceptance of English variation (85.9%), and practical needs for English in academic and cross-cultural contexts (59.2%). A majority (68.3%) hold positive attitudes toward WE which value effective communication over native-like accuracy, while 72.5% demonstrate readiness for English use in global context. Qualitative findings revealed that although native-standard benchmarks are still important in some aspects of the test, there is a strong call for tests that reflect global, real-life communication needs, multicultural awareness, and practical language use over strict formality. These findings highlight critical implications for justice and fairness in standardized English proficiency testing, particularly in relation to linguistic inclusivity, cultural relevance, and equal opportunity.