M. Ridho Kholid, Agus Hidayat

EFL Learners’ Attitudes Toward Native-Like English Pronunciation Versus Intelligibility: A Study of Undergraduate Students

Introduction

Efl learners’ attitudes toward native-like english pronunciation versus intelligibility: a study of undergraduate students. Explore EFL learners' attitudes towards native-like English pronunciation vs. intelligibility at an Islamic university. Discover how students balance clear communication with cultural identity, informing inclusive pronunciation pedagogy.

Abstract

As English becomes increasingly global, particularly in Islamic university contexts, understanding students’ pronunciation goals is crucial for designing effective and culturally responsive instruction. This study explores the attitudes of English Education students at UIN Raden Intan Lampung toward native-like English pronunciation versus intelligibility. This study aims to examine students' beliefs, preferences, and challenges related to English pronunciation, focusing on their aspirations to sound native-like versus their practical need for intelligibility. Using a qualitative descriptive approach, data were collected through semi-structured interviews and reflective journals involving purposively selected participants from various academic years. Thematic analysis was employed to identify recurring patterns and perspectives within the data. The findings reveal ten major themes: students' admiration for native-like pronunciation, prioritization of intelligibility, cultural and religious identity influence, pronunciation anxiety, exposure to diverse English accents, and the lack of explicit pronunciation instruction. While some students aspire to speak like native speakers for prestige or professionalism, most prioritize clear communication over accent imitation. Many students also desire to preserve their cultural identity and value intelligibility in real-life contexts such as classrooms and job interviews. The study highlights the importance of acknowledging learners’ identities, goals, and the role of English as a global lingua franca. These insights suggest the need for more inclusive, identity-affirming pronunciation pedagogy that balances clarity with cultural respect in EFL settings, particularly within Islamic higher education.

Review

This study offers a timely and insightful exploration into the complex attitudes of EFL learners towards English pronunciation, specifically balancing aspirations for native-like proficiency against the practical need for intelligibility. Focusing on English Education students within an Islamic university context, the authors effectively address a crucial gap in understanding learner goals in an increasingly globalized English landscape. Employing a qualitative descriptive approach through semi-structured interviews and reflective journals, the study systematically uncovers ten major themes, ranging from admiration for native accents and pronunciation anxiety to the significant influence of cultural identity and the prioritization of clear communication in real-life scenarios. The findings collectively paint a nuanced picture of students who, while acknowledging the prestige associated with native-like speech, predominantly value and strive for intelligibility while preserving their cultural and religious identities. A significant strength of this research lies in its specific context and the depth afforded by its qualitative methodology. By investigating students at UIN Raden Intan Lampung, the study provides valuable insights that are highly relevant to similar Islamic university settings and broader EFL contexts where cultural identity plays a pivotal role. The detailed thematic analysis, identifying themes such as the desire to preserve cultural identity and the impact of diverse English accent exposure, goes beyond a simple binary choice between native-like and intelligible pronunciation. This rich data collection and analytical approach allow for a comprehensive understanding of students' motivations, challenges, and preferences, highlighting the multifaceted nature of pronunciation goals in multilingual settings. The acknowledgment of pronunciation anxiety and the lack of explicit instruction also points to practical areas for pedagogical intervention. The implications of this study are particularly compelling and offer clear directions for future pronunciation pedagogy. By advocating for an inclusive, identity-affirming approach that balances clarity with cultural respect, the research provides a strong foundation for developing more effective and learner-centered instructional strategies. It underscores the importance of recognizing English as a global lingua franca and tailoring teaching practices to acknowledge learners' diverse identities and communication goals rather than solely focusing on accent imitation. This paper is a valuable contribution to the field of English language teaching, especially in contexts where cultural and religious identities significantly shape learners' linguistic aspirations and educational experiences, prompting educators to rethink traditional pronunciation instruction paradigms.

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