As diverse linguacultural users of English use English in different contexts, the language has evolved into diverse varieties. With this transformation, traditional English-as-a-foreign-language-oriented pedagogies with strict compliance to native English norms are directly challenged by Global Englishes pedagogies. However, with fewer studies on Global Englishes-oriented activities in English-as-a-foreign-language contexts, this qualitative study sought to critically examine in and out of classrooms global Englishes-oriented activities implemented by 10 Thai teachers in 5 universities in order to raise learners’ Global Englishes awareness. Data were collected from semi-structured interviews and analyzed using qualitative content analysis based on the Global Englishes Language Teaching framework. The participants reported implementing five main Global Englishes activities in their teaching practices, including: (a) student–foreigner classroom interaction; (b) Global Englishes video-based Englishes exposure; (c) on-campus meet and greet; (d) Global Englishes discourse topics presentation; and (e) watching English-language films. The participants observed that these activities, if implemented, could greatly increase the students’ awareness and acceptance of English diversity.

随着英语的不同语言文化用户在不同的环境中使用英语，该语言已经演变成不同的变体。随着这种转变，以英语为外语的传统教学法严格遵守母语英语规范，直接受到全球英语教学法的挑战。然而，由于对英语作为外语背景下全球英语导向活动的研究较少，本定性研究试图批判性地检查 5 所大学的 10 名泰国教师在课堂内外开展的全球英语导向活动，以便提高学习者的全球英语意识。从半结构化访谈中收集数据，并使用基于全球英语语言教学框架的定性内容分析进行分析。参与者报告在他们的教学实践中实施了五项主要的全球英语活动，包括：（a）学生与外国人的课堂互动；(b) 全球英语基于视频的英语曝光；(c) 校园见面会；(d) 全球英语演讲主题介绍；(e) 观看英文电影。参与者观察到，如果实施这些活动，将大大提高学生对英语多样性的认识和接受。