Global Englishes language teaching curriculum innovation: Students’ learning experiences and long‐term academic and career trajectories

Given the global spread of English and the recent challenges to English major education, it is essential to explore the potential benefits of implementing Global Englishes in a discipline-specific context. This qualitative study explored the learning experiences of eight female English major graduates who previously attended Global Englishes Language Teaching (GELT)-informed courses at a Chinese university. Data were collected from semi-structured interviews, supplemented by students’ WeChat moments shared during the learning process. Through thematic analysis, participants reported their positive moments alongside their challenges during the learning experiences. Nevertheless, students reported the multidimensional long-term influences of GELT-informed learning experiences on course learning outcomes, future studies and careers. The study discussed the feasibility, compatibility and effectiveness of GELT in the existing curriculum and further proposed future changes to ELT curriculum reform, English major education development and professional development to support sustainable GELT implementation in discipline-specific education.