Attitudes toward Native-Like Pronunciation and Pronunciation Achievement among Vietnamese EFL Learners

Abstract

Pronunciation remains an essential component of communicative competence in English as a Foreign Language (EFL), yet many learners experience psychological barriers that hinder effective spoken communication. This study investigates the relationships among pronunciation anxiety, attitudes toward native-like pronunciation, and pronunciation achievement among Vietnamese university students. Using a quantitative correlational design, survey data and pronunciation test scores were collected from 272 non English major students at four universities. Descriptive analyses revealed that participants reported relatively high levels of pronunciation anxiety and strong preferences for native-like pronunciation. Students who had been exposed to English before adolescence demonstrated significantly higher levels of pronunciation anxiety and stronger adherence to native-like pronunciation norms than those who began learning English later. Multiple regression analysis further showed that both pronunciation anxiety and attitudes toward native-like pronunciation were significant negative predictors of pronunciation achievement. The findings suggest that excessive orientation toward native-like pronunciation may increase learners' psychological burden and adversely affect pronunciation performance. The study therefore supports a pedagogical shift from native-speaker norms toward the intelligibility principle, emphasizing effective communication over accent imitation. These findings contribute to a better understanding of the psychological factors influencing pronunciation learning and provide practical implications for English language teaching in Vietnamese EFL contexts.