1. Introduction（頁81-83）

2. Literature Review（頁83-86）

3. Method（頁86-92）

4. RESULTS （頁92-107）

5. Discussion and Implications（頁107-114）

6. Conclusion（頁114）

Acknowledgment（頁114）

References（頁114-118）

Appendix（頁119-124）

English plays an essential role as a lingua franca in an increasingly interconnected world. To acclimate to the diversity of English accents, English Language Teaching (ELT) must enable learners to adapt to cultures and accents beyond Standard American English. A total of 88 Applied English major students participated in this study where they were exposed to five English accents: Standard American English, English Received Pronunciation, Singaporean English, Taiwanese English, and Japanese English. The students interacted with speakers from Kachru’s three circles of English to gain cultural insights associated with these accents. Questionnaires were utilized to assess students’ perceptions of each accent in terms of correctness, acceptability, pleasantness, and familiarity before and after exposure and/or instructional interventions.  Results from the 45 students in the exposure group showed no significant changes in attitude, leading to an additional 43 participants receiving explicit instruction. The findings revealed that these 43 students demonstrated significant improvements in their ratings of non-native English varieties across correctness, acceptability, pleasantness, and familiarity. Qualitative data in he 43 reflective journals further revealed enhanced awareness of English pluricentricity and an ideological shift from the sole dependency on American English. This shift also included greater tolerance and respect for non-native English accents as well as improved confidence of speaking English. The study offers clear implications for Taiwanese ELT, suggesting a more pragmatic trajectory through the implementation of a Global Englishes-oriented approach.