EFL students’ efficacy and anxiety in speaking English

Abstract

This qualitative study examines the perceptions and lived experiences of Acehnese EFL university students regarding the interrelated functions of non-native accent, perceived intelligibility, and speaking self-efficacy. Employing thematic analysis of semi-structured interview data, the study investigates how accent perception influences learners' confidence and identifies the specific social, emotional, and instructional factors that contribute to anxiety related to accentedness. The findings reveal a significant divergence in students' speaking standards. While some participants prioritize functional intelligibility—defined as the capacity to be understood by interlocutors—others place greater value on achieving social status through native-like pronunciation. A persistent fear of negative evaluation emerged as a dominant emotional barrier, leading students to adopt avoidance behaviors and internalize unfavorable learning experiences. Notably, the desire for native-like pronunciation was articulated not merely as a linguistic goal but as a strategic means of acquiring psychological status and social approval, thereby extending traditional frameworks of foreign language anxiety. Instructional practices were also identified as a critical variable. Specifically, pedagogical inconsistency—particularly the juxtaposition of instructional clarity with the persistent presentation of native-speaker models—was associated with heightened student anxiety. When learners receive mixed messages regarding acceptable pronunciation standards, their confidence is adversely affected. The study concludes that students' speaking self-efficacy is directly contingent upon socio-aesthetic evaluation, wherein the perceived acceptability of one's accent by others exerts a powerful influence on willingness to communicate. These findings underscore the necessity for pedagogical approaches that actively affirm the legitimacy of non-native accents and reconceptualize communicative competence in terms of functional intelligibility rather than native-like approximation. By doing so, educators can mitigate anxiety, foster greater speaking confidence, and promote more inclusive and effective language learning environments.