Abstract

This study investigates Thai EFL learners’ attitudes toward English teachers’ accents at a regional university in northern Thailand, drawing on World Englishes (WEs) and English as a Lingua Franca (ELF). A mixed-methods design combined a questionnaire (n = 72 English majors) with semi-structured interviews (n = 20) across four academic years. Survey data were analyzed descriptively, and interviews were analyzed using qualitative content analysis. Results show a detailed pattern. Learners’ narratives still linked British and American accents with prestige and correctness, suggesting that native-speakerist ideologies remain influential. However, survey responses reflected an intelligibility-oriented stance: participants were neutral about whether a teacher’s accent affects enjoyment (M = 3.40), whether native-like pronunciation is necessary for effective communication (M = 3.32), and whether they feel more confident with native accents (M = 3.36). At the same time, learners strongly endorsed local legitimacy, agreeing that Thai-accented English should be promoted as an acceptable variety (M = 4.47). Implicit priorities further emphasized intelligibility: most prioritized clarity and ease of understanding when listening (88.89%), and over half reported that an ideal teacher’s accent does not matter as long as the teacher is understandable and effective (54.17%). Social media was reported as the most influential source shaping perceptions of an “ideal” accent (48.61%). Overall, the findings highlight tension between prestige-based native norms and growing openness to accent diversity grounded in communicative needs, supporting more inclusive pedagogy, curriculum design, and recruitment practices.

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