An Analysis of the Challenges Faced by Non-Native Speakers in English Pronunciation

Abstract

Despite the critical role of pronunciation in promoting intelligible communication in English as a Foreign Language (EFL) contexts, research offering a comprehensive account of the multidimensional pronunciation challenges experienced by non-native speakers remains limited. This study aimed to analyze these challenges, identify the linguistic, psychological, and instructional factors contributing to them, and examine the strategies learners employ to improve their pronunciation. Adopting a qualitative descriptive design, the study involved 10 ninth-semester students enrolled in an English Education Study Program who were selected through purposive sampling. Data were collected through semi-structured interviews, questionnaires administered via Google Forms, and documentation, and were analyzed thematically with data triangulation used to enhance credibility. The findings revealed interconnected difficulties involving English vowel distinctions, consonant articulation, word stress, rhythm, intonation, speech rate, and accent variation. These difficulties were primarily associated with first-language interference, limited exposure to authentic English, insufficient speaking practice, the learning environment, and psychological factors, particularly low confidence and fear of making mistakes. To address these challenges, participants engaged in authentic listening, imitation practice, pronunciation applications, International Phonetic Alphabet learning, self-recording, and communicative speaking activities. The study concludes that pronunciation development is a multidimensional process requiring the integration of phonological competence, authentic language exposure, instructional support, and sustained communicative practice. These findings reinforce the importance of intelligibility-oriented pronunciation pedagogy, extend the literature on pronunciation learning in EFL contexts, and provide practical guidance for lecturers and curriculum developers. Future research should employ larger samples, mixed-methods designs, and objective pronunciation assessments.