EFL pronunciation; neglect of teaching pronunciation; English languagesystems and skills; EFL teachers and learners

Pronunciation, being a crucial element of foreign language learning and acquisition, frequentlyneeds more attention in EFL (English as a foreign language) classes. Effective communication reliesnot only on grammar or lexis but also on speech quality. For many foreign language learners, clearand appropriate pronunciation is vital to being understood and feeling confident when speaking.Unfortunately, this language system frequently needs to be addressed to a higher degree whenteaching English. Therefore, this article attempts to cast more light on this matter by examining theresponses of EFL learners concerning pronunciation instruction. The data, collected through aLikert-scale questionnaire, suggest that despite its significance, other language systems,predominantly grammar and vocabulary, still take priority over pronunciation. The paper furtherdiscusses the ongoing challenges by interpreting participants’ responses, indicating thatPronunciation instruction merits more attention from both the standpoint of teachers and learners.

Pronunciation, being a crucial element of foreign language learning and acquisition, frequentlyneeds more attention in EFL (English as a foreign language) classes. Effective communication reliesnot only on grammar or lexis but also on speech quality. For many foreign language learners, clearand appropriate pronunciation is vital to being understood and feeling confident when speaking.Unfortunately, this language system frequently needs to be addressed to a higher degree whenteaching English. Therefore, this article attempts to cast more light on this matter by examining theresponses of EFL learners concerning pronunciation instruction. The data, collected through aLikert-scale questionnaire, suggest that despite its significance, other language systems,predominantly grammar and vocabulary, still take priority over pronunciation. The paper furtherdiscusses the ongoing challenges by interpreting participants’ responses, indicating thatPronunciation instruction merits more attention from both the standpoint of teachers and learners.